European Journal of Educational Research

Volume 7, Issue 14, 87 - 101.

ISSN: 2165-8714
[Link]

The Role of Teaching Grammar in First Language Education *

Sezgin Demir *** Ayse Erdogan
Firat University, TURKEY Ministry of Education, TURKEY

Received: October 31, 2017 ▪ Revised: November 25, 2017 ▪ Accepted: December 11, 2017
Abstract: Grammar; while originating from the natural structure of the language also is the system which makes it possible for
different language functions meet within the body of common rules especially communication. Having command of the language
used, speaking and writing it correctly require strong grammar knowledge actually. However only knowing the rules cannot be the
indicator of using the language correctly and effectively. For the individual, who learns the rules of the language but cannot
transform it to daily life, grammar teaching can be difficult and boring. Instead of considering grammar teaching as an independent
and abstract lesson, realizing it through integrating with other learning fields will increase the effect and level of success in grammar
teaching. The purpose of this research is to determine the views of first language teachers regarding teaching grammar. The study
group of the research consist of 10 Turkish language teachers who work in a city in Turkey (Elazig). Within this research, which was
carried out with qualitative pattern, the data was gathered with one on one interview technique using semi structured interview
form, which consisted of 10 questions. The data gathered was analyzed with content analysis and interpreted being categorized.
Regarding the findings frequency distributions were given and interpreted. As a result of the study it was seen that teaching
grammar differs in terms of teachers’ views, in addition in some matters they were under expectations.
Keywords: First language education, teaching grammar, language skills, communication.
To cite this article: Demir, S., & Erdogan, A. (2018). The role of teaching grammar in first language education. European Journal of
Educational Research, 7(1), 87-101. doi: 10.12973/eu-jer.7.1.87

Introduction
Language is a developed system which makes communication possible among people, enables the transformation of
emotions, views and demands to others, and braided with sounds (Sagir, 2002). It can also be defined as a complement
of systems and multidimensional concepts that provide the realization of the communication and constitutes from
causeless symbols (Imer, Kocaman & Ozsoy, 2013). According to Vardar (2002), language is both a sequence formed
through indicatives and indicated ones come together and also a system, a mechanism that explains the operational
rules of the indicators and elements produced from this combination. Language which provides communication among
people is a developed, alive system and the fundamental function of the language is to provide information. Since
communicational adequacy is to know how to use the grammar of the language in social order to reach
communicational goals, it is primary of communicational adequacies (Zhang, 2009). Therefore the rules that take place
in the functioning of the language require grammar and teaching grammar. Until school period the child, who learns
his/her first language from the environment without noticing, learns the rules of the language in a system, regularly
and consciously together with the school period. Moreover linguistic learnings realized without knowing and noticing
the grammar rules, impose obligations to books prepared regarding this learning field to include the directions about
what students must do (Xin, 2010). Grammar rules lead the individual use the language s/he can already speak in a
more correct and conscious way. Besides the theories and applications that focus teaching grammar for ages in the field
of language education have gained importance (Huang, 2010). School firstly takes language learning in a system; then
slowly implicating the rules of the language gives them the conscious to use the language according to its rules
appropriately (Sagir, 2002). Within his period teaching first language must be realized in a system without leaving up
to chance.
Grammar, can be defined as the science that determines the rules of a language examining its sound, form and sentence
structure (Turkce Sozluk, 2009); the information of structural rules in the functioning of the language (Imer, Kocaman &
Ozsoy, 2013); and the field of science that examines the sounds, word types and their structures, their arrangement and

* This study has been presented as an oral presentation at the conference which is “II. International Symposium on Social Sciences” organized in
Alanya, Antalya-Turkey, 18-20 May 2017.
** Corresponding author:
Sezgin Demir, Faculty of Education, Firat University, Elazig, 23000, Turkey.
Email: sezgindemir44@[Link]
88  DEMIR & ERDOGAN / The Role of Teaching Grammar in First Language Education

functions in the sentences and also the rules concerning their conjugation (Erdem & Celik, 2011). Without teaching
grammar, which enables students discover the nature of the language through patterns that make what is said, read
and heard comprehensible; the language will become a batch of words (Azar, 2007). By means of grammar rules the
individual can use the language with its all components however s/he likes.
Besides grammar skill and talent help students understand the written and spoken language right and correct it, also
while using the language it enables them express themselves in a correct and fluent way and provide them develop
their communication skills (Li & Song, 2007). The purpose of writing is to create sentences that are correct, complete
and logic (Solikhah, 2017). At this point if grammar is being used functionally while a positive directional interaction is
possible especially between writing performances, descriptive grammar, which aims defining and being defined
grammatical factors, does not have a direct relation with writing skills (Fearn & Farnan, 2007). Teaching grammar
includes word attack skills in which the information about language is given and supportive, explanatory and organizer
teaching techniques (Erdem & Celik, 2011). Since it has become a routine for grammar learning domain –with a habit
coming from the past- to be performed through definition/rules/example based with lectures based on memorization,
teachers firstly gives the definition with traditional application and then tries to make the rule to be memorized
through examples (Gocer, 2015). Since traditional teaching applications possess an extremely normative style in an
overbearing manner telling students what to do all the time, it causes failures in the implementation phase (Peng,
2017). Teaching grammar is not a field that gives theoretical information or does not aim to teach students certain
definitions and rules (Sagir, 2002). From this point of view rules of a language must be taught co-coordinately with
other learning domains and provide integrity among learning domains. Vocabulary teaching was often limited to
presenting new items that appeared during reading, or sometimes listening to text (Bozavli, 2017). However, large
texts are more effective in improving the existence of students, as they reveal expressions, words, grammar and speech
as all text-centered teaching (Yusu, 2014). The grammatical translation approach, the cognitive approach, the
communicative approach and the voice-language approach belived the grammatical role in language teaching should
play with slight variations (Peng, 2017). The texts in the course books besides developing the reading and
comprehending skills of the student make them perceive the rules of the language as well. However the skills of the
students, who do not know fundamental concepts for example the sentence structure, will be affected negatively
(Rättyä, 2013). This situation besides handicapping the academic success of the individual, whose grammar skills is not
adequate; also affect the will of expressing himself or herself in a negative way. In language teaching studies on how
texts will be chosen and treated must be carried out and in order to develop language skills learning with text is
performed instead of teaching the text (Gunes, 2013). The major part of the grammar teaching is morphology.
Morphology; includes knowing the roots that forms the word, existing stems, affixes, with their function and type, and
perceiving the functions of these factors (Sagir, 2002). A student who understands morphology and the functions of the
affixes enriches his or her vocabulary learning the ways to produce words. Vocabulary, all the words of a language is
the total of words that take place in the vocabulary of a person or a society (Korkmaz, 1992).
Lexicology is one of the extensive issues of the language teaching. In order to make the rules that belong to words and
words groups be comprehended texts are utilized after theoretical information. The student who learns theoretical
information concerning word types develops skills concerning word types instead of memorizing the information
making applications with different texts. At this point the goal is to conceive why the word is used for and is to use
according to its function. Iscan, explains functional grammar as determining using the task and lexical units of a
language in a certain text, why they are used and which function they fulfill (2007). Functional grammar besides
analyzing the structures of fundamental linguistic unit as rhetoric tools reveals the ability of learners in defining and
performing linguistic units (Xu & Zhang, 2015). In addition to how written and spoken language is functioned in
different social condition is being emphasized, explaining how texts work beyond the sentence level, how different
texts are structured and indicating how it changes according to the users of the language, an explanatory approach is
adopted (Feng, 2013). Lexicology must be given according to the purpose of use in the sentence, it must be conceived
that the function of the word can change depending on syntax. Word types not only must be given by names; the
students must feel existence-name relation, existence-quality/determinative (adjective) relation, existence-succession
(pronoun) relation, verb-condition/time/place/amount etc. (adverb) relations continuously (Sagir, 2002). Hence in
forming sentences they use the types of words according to their place and function. The student, who acquire
lexicological information and use the word and word groups appropriately, can make correct expressions in terms of
language. Through correct instructions of the teachers the students can make it out of linguistic uses in sentence level
from context and then carry out regarding rules to real situations (Bao & Sun, 2010).
Semantic processing is necessarily involved in deciding if a sentence is grammatical or not (Gutiérrez, 2017). Meaning;
is what is understood from a word, statement, behaviour and phenomenon, deduction; semantics on the other hand is
the field of science that examines words in terms of their meanings, features and meaning events (Sagir, 2002). The
student who conceives the meaning features of the language can convey his or her thoughts with a rich expression as
long as s/he pays attention to orthographic rules. A great number of studies were carried out on the beliefs of teachers
about teaching grammar, and it was seen that some of them defined it as teaching rules, some defined as a form that
provide a basis for use, and some of them as a tool in expressing the meaning (Alghanmi & Shukri, 2016). At this point
European Journal of Educational Research 89

no matter what our intention is for realizing grammar teaching, this situation does not change the place and
importance of grammar in language teaching. It is thought that it is not probable for students to learn and use the
language well without good grammar knowledge (Irzawati & Asiah, 2013).

Methodology
This research, in which interview technique was used, is phenomenological type from qualitative patterns. It is a
research pattern originating from philosophy and psychology realized in order to describe common meaning of
experiences regarding a phenomenon (Creswell, 2016b; 2016a). In such researches trust and empathy centered
interviews are made for determining the experiences and meanings regarding phenomena (Buyukozturk, Kilic Cakmak,
Akgun, Karadeniz & Demirel, 2014). Qualitative studies are carried out in three ways which are interviews performed
with open ended questions, direct observations and written document analysis; and with content analysis the
experiences and perceptions of the participators are attempted to determine (Patton, 2014). The study group of the
research consists of 5 female and 5 male totally 10 Turkish language teachers who work in the city centre of Elazig.
When it is convinced that adequate data is gathered the sample process is completed. In conclusion in qualitative
researches, in which interview technique is used, the magnitude and multitude of sample number is not important yet
whether the data gathered from the sample fulfils the information amount needed (Turnuklu, 2000). All of the teachers
participated in the research work for the government and they have 1-15 years of experience in teaching.
Table 1. Information of the participators
Female 5
Gender
Male 5
Graduate 8
Education state
Postgraduate 2
1-5 years 4
Service period 6-10 years 3
11 and above 3

Research Goal
The purpose of this study is to determine the views of teachers regarding grammar teaching in elementary school
secondary stage Turkish lessons. For this general purpose it is aimed to determine the views on text based grammar
teaching, grammar activities in workbook, enriching the vocabulary of the students, acquiring orthographic skills,
conceiving the structure features of the words, acquiring knowledge and skills on word types and syntax, the standard
use of language and conceiving meaning features.
The Development of Data Gathering Tools
Within the research a 10 question interview form was used as data gathering tool. In one on one interview, through the
information, opinion, behavior and attitudes of the participators it was attempted to determine together with their
reasons recording the data (Karasar, 2009). In order to make the interviews productive it was aimed to develop the
participators idea variety and different point of views; it was demanded to provide independent thinking with open
ended questions. In order to realize semi structured interviews the participators were addressed follow-up questions
when it was needed. While developing the items in the concerning interview form firstly literature was scanned and a
draft was developed. It was aimed to concrete the different dimensions of the research phenomenon of each item
within this draft scale. The draft scale was presented to the views and evaluations of 5 Turkish language teachers, who
work actively, in order to determine the deficiencies and inadequacies. In addition content validity was attempted to
provide presenting the views and evaluations of academic members who work in Firat University and Kilis 7 Aralik
Universitiy. Considering the views and evaluations of the participators and academic members the scale was finalized
and was ready to be used in the interviews.
Analyzing of Data
The data obtained from the one on one interviews carried out, were written by the researchers on computer. Within
this research which was carried out in qualitative pattern content and descriptive analysis were used for the analysis of
the data. Within these types of researches coding, separating into fractions, labelling each unit determined and based
on the participators’ own words, the expressions of the researchers and concepts used in social studies it is aimed to
group the codes determined under themes (Creswell & Plano Clark, 2015). Similar answers were categorized bringing
together, the frequency of the answers in all replies were indicated in tables and concerning frequency was interpreted
right under the tables.
In order to enable the transmissibility of the research the participators were informed about the process in a detailed
way. After recording the data which was written was read to the participators, checked and by this way the credibility
of the research was provided. As a result of the coding performance carried out independently by two different
90  DEMIR & ERDOGAN / The Role of Teaching Grammar in First Language Education

researchers, the analogous codes were divided into analogous and disparate codes and then multiplied by 100 and
concord percentage was evaluated as 82% and this result was considered adequate in terms of “coder reliability” (Miles
& Huberman, 2016). Coder reliability is defined as coding the same text in the same way by different coders
independently or coding of the same text by the same coder in the same way at different times. On the other hand
category reliability is categories’ being clear and accurate (Bilgin, 2014). Therefore literature was utilized in order to
enable categories that were created by the researchers, be clear, accurate and intelligible. Ultimately, in such qualitative
researches coder and categorizing reliability is quite important (Sonmez & Alacapinar, 2016).
Findings / Results
In this part of the research in accordance with the sub-purposes determined the findings determined was analyzed
with content analysis method and categorized:
Table 2. The participators’ views regarding text based grammar teaching
f
Text based grammar teaching
Positive Negative
Text based teaching 9 3
Concreting 4 -
Association of learning domains 2 -
Activity based teaching 2 -
Vocabulary 1 1
Teachers’ qualification 1 3
Accordance to the child - 2
Adumbration method 1 -
Integrative approach 1 -
Cognitive skills - 1
Use of theoretical information 1 -

P-5. In order to enable the child acquire fundamental language skills on the basis of a text is important in
terms of the student’s seeing a concrete example. It is important in terms of reinforcing the information
learned in theory on a text. However the texts chosen must be adequate in terms of grammar. The texts
from the valuable works of the poets and writers, who are important in our literature, can be chosen. The
literacy value of the texts and their efficacy in terms of grammar can be discussed.
P-7. No matter how grammar teaching is text based in the program I think it still has not settled yet. There
are still some teachers who lecture grammar as a separated course and dictate a separate notebook. The
reasons for this can be not being able to adapt new letting the old systems go, teaching style etc. I think it
should be given within the text.
P-10. Together with the new curriculum the students are given an application based education which can
distinguish the piece from the whole rather than theoretical information. In my opinion it is more useful
for students to make applications on a text in which they can make sense of instead of learning grammar
theories that can be found almost everywhere.
Besides a part of the participators state that language skills can be acquired with text based grammar teaching they
expressed that grammar teaching after reading and comprehension studies is more effective in grammar teaching.
Through the help of the texts learning domains can be integrated on the other hand it was stated that the texts in the
course books were not qualified enough. The acquisition of language skills through texts causes the questioning of the
quality of the texts chosen for course books. Another view emphasized is that the texts chosen were not appropriate to
the accordance to the child principle. The works of the poets and writers who are important for our literature do not
take place in the course books adequately this situation is considered as negativity. A qualified learning is possible
through the implications of grammar rules with the help of the text; however as long as classical methods are followed
it is said that teachers cannot go beyond the theoretical part of the language. In addition it was stated that listening
texts do not include subjects regarding the acquisition of high level of thinking skills. Whereas grammar teaching which
is expected to be performed in a way to integrate four basic language skills must be carried out as text based. At this
point teachers must always worry about their teachings and taking feedback about their teaching behaviors constantly
must search for the ways to develop classroom applications after recognizing their weak points (Ezzi, 2012). In
contemporary world while information and the methods of teaching and learning it change rapidly the teaching
occupation which has a dynamic structure cannot close itself to change. Also there are positive thoughts regarding
theoretical information that belong to the language can be applied to the texts through the activities that take place in
workbooks, the rules that belong to the language can be concrete with the help of the texts and by this way it enables
European Journal of Educational Research 91

active learning. Through constructivist teaching approach giving students a range of activities and application
opportunity and the acquisition of independent thinking skill are aimed (Wornyo, 2016).
Table 3. The participators’ views regarding “activity based grammar teaching”
f
Activity based grammar teaching
Positive Negative
The number of activities - 3
The quality of activities 1 8
Accordance to the child - 2
The language used - 2
Simplifying teaching 1 -
Student centered approach - 1
Memorization - 1
Exam based applications - 2
Text-activity rapport - 1
Vocabulary - 1
Concreting 1 -
Method preference - 1

P-1. The activities in secondary school books provide convenience for the teacher concerning the subjects
of grammar being comprehended. However these activities must be prepared more carefully because we
come across with faults.
P-2. In order to make the subject reinforced and comprehended better I think it is adequate. However in
some activities the questions are not clear and comprehensible enough. In such questions we have to
explain how the students must solve the problem again. Even in some activities we score out the question
or the example and try to make it clearer with our own words.
P-3. The number of grammar activities is not enough. They cannot be used in terms of making the subject
be comprehended. In addition there are some examples wrong. The books must be reviewed again. The
same mistake is repeated two years over and over, which shows that the books do not undergo an
investigation.
The participators stated that the number of the grammar activities that take place in workbooks is not enough, similar
examples are repeated constantly, and there are mistakes in terms of content in the activities, the activities are
generally incompatible with the texts, they are unqualified in terms of making grammar skills be comprehended, and
inadequate in terms of enriching vocabulary. Since an intelligible language is not used it was stated that the activities
are not students centered and therefore they are not appropriate for individual learning. Herein providing
introspection opportunity, enable them find their own solutions in learning domains, directing to creative activities,
appropriate for developmental features of the students using computer programs in specific and technology in general
might be useful (Arulselvi, 2011).The research, which was in experimental pattern, carried out by Naba’h indicates that
computer based activities are effective in terms of students’ superior visuality, increasing self-confidence, being for
several senses. (2012). The use of visual materials appropriate for the content of the lesson and subject make the
learning concrete and permanent. Also the negative views regarding the activities are not prepared according to the
children, the rules that belong to the language cannot go beyond being abstract are remarked. It was stated that with
the wrong method preference the grammar skills are tried to be comprehended with an exam based approach and
because of rote learning education learning is not performed exactly. At this point since a lot of teachers possess
teacher based perspectives in which students participation does not exist they feel worried in terms of teaching
grammar (Corzo, 2013). Since it is the student who is expected to realize learning s/he must take a more active role
within the process and learning must be performed with students based approach. Not including activities regarding
central exams in the workbooks is another criticism mentioned. Apart from all these views there are positive
statements expressing that the activities are qualified, and they simplify grammar teaching. The attitude of
constructivist approach to grammar; is to use students based teaching and learning activities that make students active
(Wornyo, 2016). The questions in the activities given according to the text; must be such as to motivate the students,
draw their attention, direct to studying, clear the subject lectured in mind and develop language and mental skills
(Gunes, 2012). Since language skills mostly carried out through texts the grammar rules that will develop and complete
language skills must be related with the text (Gocer & Sayin, 2014).
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Table 4. The participators views regarding “contribution to vocabulary”

f
Vocabulary
Positive Negative
Association of learning domains 3 -
Text based teaching 2 1
Word teaching 1 4
Reading skill 2 -
Use of word 1 -
Transferring to life - 2
Teacher effort 1 -
Activity qualification - 2
Preference of functional words - 1
Environmental factors 1 -
Repeated activities - 1
Teaching phrases - 2
Cognitive skills - 1
Semantic relations - 1

P-1. What is essential in developing the vocabulary of the students is the learning the words inferring from
the context of the text. The students confirm their guesses with the help of a dictionary. However while
teaching grammar the examples given can be used as a tool in developing the vocabulary of the students.
Using the spiral learning method in the examples given both the meaning of the word and the meaning of
it in the whole sentence can be asked to the students and also the grammar subject can be given.
P-4. It requires high performance of teachers. The shallowness of the course books caused teachers to find
different texts. The activities mentioned are left to the mercy of the teacher.
P-9. The repetition of the same activities constantly and the inadequacy of the existing activities are
handicaps for the students comprehend these words. The books are inadequate in terms of word number.
The students do not have to think about proverbs and idioms. The books presents match activity to have
this subject comprehended, instead of this if activities that will lead students think about the subject
permanent learning will be performed.
The texts in the course books do not introducing different words to the children; the choice of the texts, the quality of
the activities prepared regarding these texts and the repetition of similar activities are the negative opinions the
participators mentioned. It was stated that the functional words, that the children can transform into their daily lives,
not being included in the word preferences affects the enrichment of the child’s vocabulary negatively. This is
underlying inefficiency of not being able to express oneself in a correct and effective way. In addition it was said that
preferring the match activities based on rote learning without considering the meaning dimension of the idioms and
proverbs that enrich the vocabulary of the child, affects high level of thinking and interpreting skill of the child
negatively. On the contrary it was remarked that the reading and comprehension studies carried out on texts develops
the vocabulary of the child, acquiring language skills integrating learning domains will develop the vocabulary of the
child. It was asserted that the acquisitions of these skills will increase according to the effort of the teacher. At this point
the teacher can perform application such as class discussions that will increase the participation and motivate the
students, speaking competitions, creating a language corner, creating a language club, problem solving activities, role
playing etc. (Bao & Sun, 2010).
European Journal of Educational Research 93

Table 5. The views of the participators regarding “the writing and punctuation skill”
f
The writing and punctuation skill
Positive Negative
Model teacher 2 -
The quality of the activities 1 2
Memorization - 1
Exam based applications - 1
Active learning - 1
Writing mistakes - 2
Writing and punctuation association 1 -
The number of activities 1 4
Curriculum 1 -
Learning skill 1 2
Concreting - 1
Spiral teaching 1 -
Content validity - 2

P-7. The acquisitions concerning writing and punctuation are available in the curriculum. I think the
curriculum can give writing and punctuation adequately however we see that the students have trouble in
comprehending orthographic rules. The curriculum must make writing and punctuation subject more
concrete.
P-8. By the help of grammar teaching the children try to obey the orthography rules. Although they have
difficulty in the beginning since writing and punctuation is mentioned again by the time passes they try to
write flawless.
P-10. I think it is adequate in having punctuation marks comprehended. However in the activities within
the course books there are not many activities concerning writing and punctuation. Although writing and
punctuation is a very extensive subject I think concerning activities are not adequate.
Within the research it was stated that the activities did not include all orthographic skill, the words of which writing is
confusing were not included adequately, and from this point of view the activities must be included in the workbooks
after expanding each year, exam based and rote education and also the abstractness of the orthographic rules lead to
learning difficulties from time to time. It was stated that within the books existing writing mistakes cannot be accepted
and the books must be prepared more attentively. Some recommendations were determined regarding the teaching
orthography skills in integration, teachers’ showing model behaviors, the activities’ being qualified and adequate. The
punctuation marks; have an important place in language education since they provide determining establishing an
exact communication, simplifying the comprehension of writing, parts of speech, distinguishing inner sentence,
parenthetical sentence and clause, tune, emphasis and pauses (Uludag, 2002). In the acquisition of orthography skill
emphasizing the writing learning domain, the students must be let see their mistakes on the texts they write and they
must be provided to learn the correct uses instead of the wrong ones. Writing the words correctly and using
punctuation marks in the right places the skill of expressing emotions and ideas by writing effectively must be acquired.
If the teachers analyse the mistakes systematically they know what is learned, which strategies are used; and the
students can know their weak points analyzing their mistakes (Bao, 2015).
Table 6. The participators views regarding “having constructional characteristics comprehended”
f
Comprehension of structural features
Positive Negative
Word structure 1 -
Accordance to the child - 1
Foreign language effect - 1
Syntax - 1
Semantic preference - 1
The quality of the activities 3 2
Text based teaching - 1
Vocabulary - 1
Concreting - 1
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P-1. We meet the structural features of the words in 6th grade as grammar. By the help of this subject the
word producing talent of the students is developed.
P-7. I think grammar activities can make students to comprehend the word structure subject. Adequate
activities are included regarding this. However if the structure of the word is made more concrete it will
be comprehended better.
P-8. While the students are examining the structural characteristics of the words in grammar firstly they
try to analyze the words with an approach of just like a scientist.
Within the research negative views were determined such as in the first language education structural information
cannot be concreted, the activities appropriate for the accordance to the child principle are not prepared, the text
preferences are problematic, the activities are not efficient in making the students comprehend structural information,
and inadequacies regarding the use of inverted sentences. The use of the words chosen regarding making the students
comprehend structural information of the word out of real terms and the use of foreign words were indicated as other
problems. Whereas as a result of a good language education the students will find the opportunity to compare the
grammar structure of the target foreign language with their languages and solve problems (Singaravelu, 2014). Within
the context of first language while structural information makes students to acquire the skill of producing new words, it
must avoid staying uninformed about the foreign words spoken within the period they live. This situation will ease up
the foreign language education. On the contrary there are positive views stating that they consider grammar learning
domain’s activities prepared regarding the comprehension of structural features of the words adequate, together with
the word production skill of the children it can enrich their vocabulary. The children who can comprehend the
structural features of the words, the functions of the affixes can include new words to their vocabulary acquiring word
production skill.
Table 7. The views of the participators regarding “having word types comprehended”
f
Having word types comprehended
Positive Negative
Learning habits 4 -
Functional grammar 1 -
Accordance to the child - 2
Preference of the method - 1
Curriculum - 2
The quality of the activities 3 2
The use of words in different types - 1
Books 1 -
Social learning 1 -
Learning by intuition 1 -

P-1. The students, who learn the word types in the context of grammar, can tell in which it is used as a
noun, in which sentence it is an adjective, in which sentence it is adverb or relative clause.
P-4. “The types of the words” that take place in the secondary school curriculum is very important in
terms of grammar. However within the intense program I think it is inadequate in teaching the word
types. Especially the books and the activities are inadequate in my opinion.
P-7. I think the word types, is the grammar subject comprehended best among the grammar activities. The
number and the variety of the activities that will make the students comprehend are included. The
information about a word type is included within the teacher’s guide rather than the activities. The
teacher firstly informs the students about the subject in details, and then conducts the activities. If this
process proceeds steadily the students will understand the subject very well.
A part of the participators stated their negative views regarding the quality of the activities chosen, the accordance of
these activities to the child, method preference and the use of words in different types. Especially it was stated that the
acquisitions that belong to the word types were not planned in the program. Some stated that learning domain of
grammar make the students to acquire the information and the skills regarding word types and can make them
comprehend the functional features of the words. It was expressed that the students who learn the first language from
the social environment can reflect these experiences to the school environment. The researches of first language
indicate that the language teaching efforts should not be limited with the explanation of linguistic characteristics within
the oral or grammatical context; they oblige the realization of it in an integrated coordinative process in social and
cultural context (Xu & Zhang, 2015). The individuals who learn the first language primarily from the close environment
come to school with certain acquisitions and build new acquisitions on this readiness. The quality of the activities that
take place in workbooks must enable the child to intuit the word type regarding the use of it in the sentence. In
European Journal of Educational Research 95

conclusion it can be said that the word gains task and meaning within the sentence and for what reason the word is
used within the whole is recognized.
Table 8. The participators’ views regarding “having syntax skills comprehended”
f
Having syntax skills comprehended
Positive Negative
Learning habits 5 -
Functional grammar 3 -
Environmental factors - 1
First language consciousness 1 1
Pronunciation - 1
Syntax skill - 2
Ambiguity - 1
Preference of inverted sentences - 1
Time - 1

P-2. The most of the mistakes made by the students regarding the choice of appropriate words are caused
by the negative transfers they make from their first languages. First language awareness must be created.
The use of words for wrong meaning must be emphasized. In terms of emphasis, pronunciation and
appropriateness to the value the words must be uttered and lined up correctly.
P-7. The subject of parts of speech, which is an 8th grade subject, is related with syntax. Several activities
are included in this grade. However the subject of syntax can be expanded into a wider process. Thereby
the students can comprehend the syntax subject, which is very important for them, better.
P-10. We are planning to have students comprehend making meaningful and regular sentences with the
activities that take place in Turkish course and workbooks. Especially the use of adjectives and adverbs
appropriately simplifies its being expressed correctly in a written way. At this point I think the students
comprehend the skills regarding syntax.
The participators stated that the social environment in which the child lives, pronunciation problems, the preferences
and use of sentences, and the time separated for the syntax subject within the program were problematic. While some
of them stating positive views regarding information and skills are acquired concerning syntax, especially together with
the acquisition of words types skills they expressed that the words are used in the right place within the sentences
functionally, and the parts of speech are comprehended accordingly, the activities prepared regarding syntax are
adequate and using the first language consciously is provided (Karahan, 2007). The child who learns for which purpose
the adjective and adverb are used in the sentence will be able to use word types correctly in terms of syntax.
Table 9. The participators’ views regarding “the use of standard/formal language”
f
The use of standard/formal language
Positive Negative
The use of first language 3 -
Transferring to life 1 -
The use of dialect 1 3
Active learning - 1
First language consciousness 3 2
Reading skill 1 -
Teacher students cooperation 1 -
Structural information - 2
Intuitional learning 2 -
Social learning 1 -
The qualification of the teacher 1 -
The use of language in the books 1 -
Foreign language effect 1 -

P-1. After grammar teaching the students, who recognize the written words are not used like this in daily
language, can reflect the right into their daily lives. Especially syncopation and speaking with an accent
decrease.
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P-3. In every stage of the education-training life we were told to make sentences appropriate for the rules
of our language by our teachers. It must be told and we must obey it. I think the most effective way to
achieve it, is reading. The individuals who read constantly will make correct sentences both in their
speaking and writing. Our education training process must be planned as reading based.
P-10. The student, who is familiar with the standard language that takes place in the texts of the course
books, learns to use the language correctly. According to the conditions of the geographic region we live in
although some students have little pronunciation problems generally the students who use a standard
language adapt language rules.
The participators stated positive views regarding our language reaches a standard use and it can be transferred into
daily life together with grammar teaching. They stated that the qualification of the teacher, the dialogue between the
teacher and the student, affection for the language, first language consciousness, the correct use of the language in the
books, by this way the child’s learning the standard language by intuition were effective for our language to be spoken
in a standard way. However it was stated that the region lived affects the rules of the language to be learned exactly.
The main reason for this situation was indicated as we do not have enough language awareness. Grammar rules are like
adhesive in the skills of using the language correctly and effectively; because for effective speaking and writing the
knowledge and use of grammar rules are needed (Gocer & Sayin, 2014). The written or spoken products of every
language must obey the rules of word order of that language; grammar teaching includes the central part for teaching
and learning a language (Wornyo, 2016). In order to speak and write with a standard language first of all we need
grammar rules. By this way we can provide an association in speaking and writing language. Especially regarding
writing skills, knowing to what extent, grammar is needed for producing good sentences in writing adventure will be
useful for a teacher (Andrews, 2005). On the contrary a positive directional teaching method which establishes an
accurate connection between grammar and writing has not been found yet (Myhill, 2005). However the development of
writing skills depends on the regular and persistent studies performed. Every attempt for writing will bring us to a
better place than where we are.
Table 10. The views of participators regarding “having the meaning properties of the language
comprehended”
Having the meaning properties of the language f
comprehended Positive Negative
Structural information 1 1
Reading and comprehension skill - 3
Word preference - 1
Learning habits 1 2
Multi-meaning 2 -
The quality of the activities - 3
The association of learning domains - 1
The quality of course books - 1
Exam based applications - 2
Association with life 1 -
Systematic approach 1 -
Conceptual information - 1
Accordance to the child - 1

P-5. The Turkish language is very rich in terms of meaning. A word can have a meaning more than one. We
can use the words that are just learned in grammar teaching in terms of meaning. Likewise we can give
the meaning property of the sentence in grammar teaching.
P-7. The students frequently have examinations in their lives. Turkish takes place in almost every exam.
70% of the Turkish exams are chosen from the questions concerning meaning properties. I think there is
not adequate activity regarding having the meaning properties of the language comprehended in
workbooks. In recent years one of the reasons for students’ being unsuccessful in Turkish lesson exams is
this in my opinion.
P-8. The difference of Turkish lesson from other lessons is that it is a part of our daily life. Sometimes
when we want to have students comprehend the meaning property of a word the children recognize that
they use it in their daily life and start to give examples.
The meaning is each of the concepts the word creates in mind related with other factors within a word, connotation
(Korkmaz, 1992). Some of the participators stated negative views regarding lexical properties together with grammar
learning domain were not acquired adequately. The words’ having different meanings and being concentric in our daily
life was stated as an indicator that our language is a living rich language. However the quality of course books and the
European Journal of Educational Research 97

accordance of texts in the books for the child, the reflection of lexical properties of the words, the negativities
experienced at the point of developing the conceptual knowledge of the children caused inadequacy in having the
lexical properties comprehended. It was expressed that the inadequacy in the acquisition of reading and
comprehension skills caused failures in central examinations. Reading and inferring from what is read require high
level of thinking skill.
Table 11. The participators’ views regarding “grammar teaching”
f
Views and recommendations
Positive Negative
The quality of the activities - 1
Reading and comprehension skill - 1
The grammar being the purpose - 1
Teacher guide books - 1
Content mistakes - 1
Text choice - 2
Speaking skill - 1
Writing skill 1 -
Command of grammar - 1
Content validity - 1

P-2. Reading, comprehending, interpreting and designing power emphasizing grammar too much should
not form a low profile. Grammar must be supportive of the reading process more contributing child mind
in a supportive structure.
P-6. Workbooks must be improved. The miswriting of the words, the wrong activity acquisition makes
learning more difficult, which is already hard. In teachers’ guide books there are wrong information. For
the colleagues who start the occupation it is disadvantage.
P-9. In order to develop reading skills the works of outstanding writers and poets must be included
instead of long and ordinary text. The number of the activities is adequate for speaking skill however
subject variety must be provided. The subjects must enable students to create different ideas. The writing
skills are adequate. The grammar activities are inadequate. They must be at a level to make the subject
comprehended. The same acquisition should not be repeated.
The participators stated negative views at the points of text choice concerning grammar teaching, the number and the
quality of the activities, its reflecting all of the grammar subjects, the repetition of some acquisitions and the quality of
the activities regarding speaking and grammar skills. Grammar being considered as a purpose, keeping reading and
comprehension skills in the background, the guide books’, which were prepared for the purpose of helping teachers,
including mistakes in terms of content are the other negative views uttered. One of the participators stated that the
activities regarding the acquisition of writing skills were adequate. Especially in the process based writing approach
since initiative writing, preparing draft, reviewing and arranging processes are used it is possible to develop the
grammar skills of the students who are exposed to significant and related feedback systematically (Cuéllar, 2013). In
addition well performed grammar and word teaching will help students improve their writings (Sermsook, Liamnimitr
& Pochakorn, 2017). The students who acquire skills of words and forming sentences provide transferring what they
learn to daily life using them especially in writing activities. Teaching grammar is a learning domain we need in the
acquisition of all skills regarding speaking and writing the language correctly and effectively and reading and
interpreting texts. Within this context language courses must include the development of grammar skills together with
fundamental learning domains.
Discussion
Language, which is a part of common life, has a certain arrangement and this situation emerged some rules. Before
starting to school life the individual, who learns the first language from the environment, performs this learning
assignment within the scope of a plan together with school. After the individuals start to understand and speak their
first language they understand the grammar structure of the language; because the individuals’ knowing their first
language is only possible through being informed form the language systems that form that language (Erdem & Celik,
2011). After 1970s language education considered grammar as a problem in terms of directing to communication based
teaching, student motivation and success and aimed developing fluent communication as the basic purpose (Al-
Mekhlafi & Nagaratnam: 2011). On the contrary since grammar rules are like phrases that provide the pieces of a
machine function, grammar teaching in language education is a must (Zhang, 2009). Considering language training is
performed through texts; teaching the rules and examples that belong to grammar relating with reading/listening texts,
will strengthen a language perception that can be integrate with literature and life in the eyes of a child (Gocer & Sayin,
98  DEMIR & ERDOGAN / The Role of Teaching Grammar in First Language Education

2014). The texts that take place in the course books in such a layout, the activities prepared regarding them must be
reflecting the grammar properties of the language. However the participators stated that the texts that take place in the
course books are determined carelessly, the qualification of the grammar activities prepared according to these texts
was not adequate and also they had to carry out alternative studies in addition they expressed that the activities did not
include all grammar skills. Therefore in language courses the use of interesting materials like anecdotes, proverbs,
short stories, cartoons, caricatures, journal articles, television programs, movies etc. That will draw the students’
attention will not only be useful in the compensation of the deficiencies of the course books and will increase the
eagerness to learn as well (Thakur, 2015).
Through the texts together with the purpose of enriching the children’s vocabulary, we cannot make them meet new
words that they can transfer to daily life. In order to perform word teaching the best way correct pronunciation and
writing, the correct use of grammar forms, the use of words according to their contextual meaning and learning skill
(Mokhtar, 2016). The word level, which will be taught appropriately to the children’s age range, must be determined,
idioms and proverbs must be comprehended within the scope of a system and the enrichment of vocabulary should be
left to chance. If one of the purposes of the first language education is to raise individuals who read, understand what
they read and express themselves correctly and effectively, we can only realize this purpose in a planned way.
With a standard/common language together with planning the speaking and writing skills of children the activities
regarding the comprehending of orthographic rules are not included in the workbooks adequately. In order to correct
the language errors of the students a logical reason cannot be found for the defense of grammar, especially results from
the theoretical frame deficiencies within this issue (Myhill, 2005). In the research carried out by Williams it was
determined that the open university that will be carried out regarding grammar, especially in adult students group, is
necessary for language development and help students recognize their mistakes (2013). The activities in the
workbooks especially regarding writing are kept in limited numbers and the existing activities do not reflect the entire
subject. Within the course and workbooks it is aimed for children to acquire the writing properties of the words
implicitly. However the writing and orthographic errors encountered from time to time within the course books affect
the learning skill of the children in a negative way. As a result in order to write correctly in a language knowing the
grammar rules is not enough; transferring the word to writing completely and correctly, for the writing to correspond
the word it is needed to fill up the writing accepted by everyone with punctuation marks (Uludag, 2002). Therefore the
activities, that will make students to acquire writing and punctuation skills together, must be prepared and these skills
should not be taught independently. In language education the functional relations of founder elements of a language
and the functional linguistic approach in which the choice systems that the language user – just like a computer
program presents us in the menu- performs is important (Sun, 2014). Grammar teaching is the process of performing
activities that aim to comprehend the sound, form and sentence structures of the language by intuition using some
methods and by this way provide them use the language effectively, correctly and properly (Dolunay, 2010).
Teaching type properties of words in a sentence change appropriately to the usage property is a much more effective
earning method than making definitions regarding the subject memorized. Teaching the task of the word, why it is used
in the sentence requires comprehending the functional properties of words. Together with grammar teaching it was
determined that the skills that belong to the word types are acquired however an equal distribution was not indicated
within the program. Especially 6th grade Turkish lesson includes a more intensive content in terms of word types.
Using the words appropriate for their functional properties requires forming correct sentences in terms of syntax.
Within the grammar learning domain it was determined that the children did not have much trouble with acquiring
skills regarding syntax, however he allocated time for the subject within the program, the child must be introduced
examples in which inverted sentence structures are used more often. Majorly trusting grammar is correct in language
production however concentrating on the students that have deficiencies in terms of the cultural and pragmatic side of
the language; since concentrating on communication majorly will cause the students who possess fossilized errors be
defined as successful students, contemporary education style including programs must be in an eclectic structure
(Ahmed & Alamin, 2012).
Since the rules of the language are the fundamental tools of correct speaking and writing, teaching grammar has a role
that supports the development of other language skills in history (Gocer & Sayin, 2014). Among the people who speak
the same language a standard language is very important for the continuance of a healthy communication. However it
can be said that the sociocultural texture of the region lived causes the children use the language incorrectly especially
during speaking. The researches indicate that the students who do not have qualified and programmed grammar
training are more under the risk of fossilization compared to those who have (Zhang, 2009). Since a person cannot
communicate successfully without having command of language rules teaching grammar, which does not neglect
communicational aspects, must be carried out dialectically (Kong, 2011). Protecting, developing the first language and
utilizing from every opportunity it has, is possible through knowing all properties of the language and functioning its
delicacies (Demir & Yapici, 2007). Another issue that the participators mentioned as an important deficiency is the
limited number of activities regarding reflecting the lexical properties of the language. Especially while the skills that
belong to grammar are emphasized semantics is kept in the background.
European Journal of Educational Research 99

In conclusion in order to speak and write the language correctly and effectively a strong grammar skill is needed.
Grammar functions as a rule that makes language output possible and is defined as the chance of being brought
together for forming correct sentences (Irzawati & Asiah, 2013). From this point of view including grammar skill
among other learning domains took it out of being abstract. However there are problems at the point of the
qualification of the activities that belong to grammar and its including all subjects.
Conclusion and Recommendations
Within the research during the training of grammar skills which is one of the language education learning domains it
was determined that there were some problems in some issues. One of the major problems is the properties of the texts
in which first language education is based on. It was stated that the reading and listening texts that take place within
the course books were not appropriate for the children and they were not chosen among the qualified examples of the
literature in addition these texts were not adequate at the point of teaching new words to the children. Language
education must be carried out through desirable texts for reading that reflect the rich vocabulary of our language. Also
the words, which can be used in daily life, that are appropriate for every grade must be determined and through these
texts the vocabulary of the child must be enhanced. To achieve this use dictionary must be encouraged and the use of
the new words learned in the speaking and writing activities must be promoted. Since grammar teaching is carried out
through texts the quality of the activities depends on the text. The activities must be qualified enough to reinforce the
subject learned. Otherwise the teacher performs a grammar based lesson apart from the workbooks making alternative
studies. This situation causes an independent grammar teaching apart from reading, listening, speaking and writing
education. Whereas, grammar must be taught considering all learning domains integrated instead of seeing it as a
distinct lesson.
In grammar teaching the deficiencies of the students regarding speaking and writing skills must be determined. The
child, who learns word, word type and sentence structures, must be provided to learn all these correctly. In addition the
usage properties of punctuation marks can be acquired together with writing skill. After examining the children’s
errors regarding writing and punctuation feedback must be given. The activities that take place in the workbooks
regarding writing and punctuation skill must be given together and their number must be increased. The purpose
should not be raising individuals who memorize definition/example but cannot separate and apply what they learn on
an independent sentence or text. Grammar teaching must be planned in a way that the child will learn actively by
intuition and out of being abstract.
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