Evaluation of Turkish Grammar Instruction Based on Primary School Teachers' Opinions

Autor/in	Anilan, Hüseyin
Titel	Evaluation of Turkish Grammar Instruction Based on Primary School Teachers' Opinions
Quelle	In: Educational Sciences: Theory and Practice, 14 (2014) 5, S.1914-1924 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1303-0485
Schlagwörter	Foreign Countries; Elementary School Teachers; Opinions; Grammar; English Instruction; Holistic Approach; Qualitative Research; Phenomenology; Teaching Experience; Structured Interviews; Demonstrations (Educational); Teaching Methods; Learning Activities; Educational Practices; Relevance (Education); Course Content; Workbooks; Alignment (Education); Scheduling; Program Length; Guidelines; Teaching Guides; Curriculum Evaluation; Curriculum Guides; Educational Resources; Student Evaluation; Barriers; Turkey + Suchen Sie Ihr Suchwort? Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrmeinung; Grammatik; English langauage lessons; Englischunterricht; Holistischer Ansatz; Qualitative Forschung; Phenomenological psychology; Phänomenologie; Psychologie; Demonstrationsexperiment; Demonstrationsmodell; Demonstrationsunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Lernaktivität; Bildungspraxis; Relevance; Relevanz; Kursprogramm; Arbeitsbuch; Disposition; Richtlinien; Lehrerhandbuch; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Curriculare Materialien; Bildungsmittel; Schulnote; Studentische Bewertung; Türkei
Abstract	This study aims to evaluate the effectiveness of the holistic approach to Turkish grammar instruction in the first stage of primary education from the opinions and experiences of Turkish primary school teachers. This study is a qualitative research designed as a phenomenological study. The study participants were selected using maximum variation and criterion sampling, both of which are purposive sampling strategies. Thirty-two primary school teachers working at public primary schools in Turkey during the spring term of 2011-2012 were selected as the study participants. Data were collected using a written structured interview, then analyzed descriptively, from which themes were developed. The results showed that the study participants employed methods such as using relevant examples, teaching the grammar rules implicitly and using activities. It was found that some participants allocated a separate class hour for grammar teaching, while others found the Turkish Course Curriculum for Grades 1-5 inadequate. Some participants found the grammar teaching content and activities in the teaching set (i.e., students' textbook, students' workbook and teachers' book) inadequate both quantitatively and qualitatively, and therefore, turned to different resources. Overall, it was found that there were inadequacies in the teaching set because of a lack of explanations, exercises and examples, and a clear relationship to the students' social environment. (As Provided).
Anmerkungen	Educational Consultancy, Ltd (EDAM). Kisikli Mh. Alemdag Cd. Yan Yol Sk., SBK Is Merkezi No:5 Kat:1, Uskudar-Istanbul, 34692 Turkey. Tel: +90-216-481-30-23; Fax: +90-216-481-31-36; e-mail: editor@edam.com.tr; Web site: http://www.edam.com.tr/estp.asp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01