Abstract:

Grammar is the science that reveals the rules by examining the language in terms of sound, form, vocabulary, sentence meaning, and structure. Grammar teaching is started through mother tongue lessons from the first stages of education. On the other hand, there are discussions about whether to include grammar questions in the High School Entrance Exam (LGS). In addition to the view that grammar is a natural part of the language, it is not necessary to deal with it as a separate section in the exams, there are also opinions that grammar should be asked as separate questions in order to create learning motivation. The aim of this study is to reveal the opinions of Turkish teachers on the necessity of grammar questions in the LGS. The study group of the research is twenty Turkish teachers who have given or are giving lectures in the 8th grade; , who have taken or are taking part in support and training courses and provincial question writing commissions, and have prepared or are preparing questions or content for private publishing houses. The research data were obtained through semi-structured interviews. The interviews were conducted through a semi-structured interview form created by the researchers under the guidance of field experts and were made through the Zoom and Google Meet programs due to the pandemic measures. According to the results obtained in the study, opinions emerged to the effect that the grammar questions taught at all levels of secondary school, especially in the 8th grades, should find answers in the LGS, that the number of existing grammar questions in the LGS is insufficient, that the number of LGS grammar questions should be at least 30% of the Turkish test, and that the grammar questions should be considered as a whole with meaning questions rather than being asked as a separate section.

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