Özet:

The aim of the research is to examine the narrative skills and verbal expression of primary school 4th grade students in Turkish teaching enriched with the academic combining technique The research, in which the pretest-posttest control group quasi-experimental design was used, was conducted in a public school determined by convenient sampling method from primary schools in Aydın province Efeler in the 2021-2022 academic year, 26 of which were experimental and 22 of which were control. The study was conducted with a total of 48 fourth grade students. In order for the experimental and control groups not to be influenced by each other, the branches that did not receive education at the same time were preferred. "Speaking Skills Analytical Rubric", "Writing Skills Analytical Rubric" and "Vocabulary Test" were used as data collection tools in the research. Before the application, pre-tests were conducted to determine the status of the experimental and control groups regarding the stimulus dependent variables (writing skill, speaking skill, vocabulary). As a pre-test, written texts about a topic and audio recordings containing their expressions on the same topic were taken from the students, and these data were evaluated according to the "Writing Skills Analytical Rubric" and "Speaking Skills Analytical Rubric". "Vocabulary Test" was applied to determine the students' situation regarding vocabulary. During the application, Turkish lessons were carried out with the academic contradiction technique for 5 weeks, 2 hours per week, in the experimental group In the control group, normal course teaching was continued and no application was made within the scope of the research. The data collected at the end of the implementation process were analyzed. Mann Whitney U-Test, Independent Samples T-Test, and Two-Way ANOVA for Mixed Mesaures for Mixed Measurements were performed to reveal whether there was a difference between the experimental and control groups. In line with the findings obtained as a result of the analysis, it was concluded that the increase in the speaking and writing skills and vocabulary scores of the students in the experimental group was significantly higher than the students in the control group. In this respect, it can be said that Turkish lessons enriched with the Academic Controversy Techniques improve the narrative skills and vocabulary of the students.

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