The preposition from's functions and teaching it via animation technique at the level of the sixth grade

This research is applied in order to state the effect of the animation technique on the success of the students at teaching the preposition 'from' which is one of the Turkish grammar topics. A primary school which is in Afyonkarahisar, Sandıklı is chosen for applying and an experimental group and a control group are chosen from sixth grade students of this school. The groups consists of twenty one students. There are fourty two students at total at exemplifying the research. At this research, the texts which are on the Turkish course book of the sixth grade students are scanned and it is stated that the preposition 'from' has different meanings based on the context. While these features of meanings are stated original namings are applied. According to fruquency of their usage the first six meanings are chosen to be given to the students. At the experimental group the animation technique about three minutes animations scripts which are suitable to these meanings and the imaginary character which is made up and prepared by the researcher himself are used. Pre- test, final test experimetal group with control group are used at this research. At the experimental group which is one of the defining groups, the six functions of the preposition 'from' are applied using animation technique while at the control group these functions are applied using tradional methods. Before and after the application, success test and attitude scale are applied to both of the group. Moreover, in order to learn the personal features of the students they are asked to fill in the personal information form. While evaluating the form, test and the scale quantitative evaluating techniques are used. While statistical evaluating, frequency and percent value are given. At this research, t- test, covariance analysis and one sided Anova tests are used.At the end of the research, these findings are gained:1. The success level of the experimental group which applied the animation technique increased considerably more than the conrol group which applied the traditional methods.2. The experimantal group which applied the animation technique has a different attitude to the Turkish lesson in a more positive way than the control group which applied the traditional methods.3. It is considered that there is a difference between the application result and some personal features of the students at both of the groups.Key Words: Turkish Education, Teaching Grammar, Animation Technique