Grammar is a collection of rules about the functioning of language. The level of explaining these rules in the mother-tongue teaching is determined by the curriculum and the teachers transfer the rules to their students by taking this curriculum into consideration. There are three variables as to what should happen in teacher grammar teaching: the curriculum, the textbook, and the central exams. The teacher must comply with both the content and subject limitation of the curriculum and the textbook book before the curriculum. When they settle in a school with the central examination system, teachers will ask for answers to the questions that may arise in the examination. These three variables are far from each other. The aim of this study is to reflect on the teaching plan lessons and to determine how comprehensive it is in this dual planning central exam. The research was prepared descriptively in the screening model. In the center of the study, it was determined that the central examinations and the teaching staff did not match. The weight of the grammar gains in the curriculum is mostly functional (40 gains in total) and is our position in the field of analysis and synthesis. When the fourth-grade level was examined, the level where the gains were at least reflected the central examinations were made as 7th grade (30%). It was suggested that the research rooms should be suitable for the education of the questions in the central exams and activities in the textbooks and the limitation of the subjects.


Grammar Teaching, Central Exams, Curriculum

Author : Ahmet BENZER
Number of pages: 291-323
Full text:
The Journal of Academic Social Science Studies
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