Analysis for the teachi̇ng mode, tense and aspect in grammar

Grammar is the structure analyzing the most competent factor of human communication, namely the sounds of a language, along with the structures, origins and semantics of words along with formation of clauses and related norms. Teaching grammar on the other hand comprises of systematic and institutional studying and teaching of norms encompassing all the predefined characteristics of a language. The fact that our grammar teaching has problematic aspects is already of common knowledge, but it would be fair to add that the interpretation and teaching of particular subjects present even more problematic issues. The subject of "tense, aspect and mode" is one of such. The aim of this work is to study in detail how the subject of "tense, aspect and mode" are addressed in secondary education grammar curriculum and hence taught in student workbook, textbook and teacher guidebook. This work is planned as a qualitative study based on descriptive analysis. Ministry of National Education certified Turkish language textbook, student workbook and teacher guidebook pertaining solely to 7th grade have been examined in accordance with the aim of this study. Teachers' levels of knowledge and behaviors on the subject are accommodated as a data collection tool so as to contribute to the research in finding answers to the inquiry of this study. A fully structured interview with a total of 10 teachers was made (5 from private schools and 5 from public schools in Ankara province) in order to have their opinions on teaching the subject of mode-aspect-time subject within the concept of grammar. Questions for the interview were prepared by the researcher personally and the subject field was applied after the approval of experts. As a result of a detailed examination of activities in textbooks and of feedbacks received from the teachers' interview forms it has been determined that; the difference between the mode and the categories of time and aspect was not clearly pointed out in the curriculum and textbooks, the concept of aspect was not mentioned at all, the concept of mode and time were classified as indicative and subjunctive mood under the same title and were defined through morphemes whereas the students were expected to memorize these in accordance, and the subject matter was not approached through a focus on meaning. Moreover, the feedbacks received from the teachers in response to questionnaires indicate that they do not have the comprehensive knowledge on the subject as required by the linguistics and have a formalistic approach to the subject and that they interpret discrepancies and non-standards with generalizations such as "semantic displacement". Keywords: linguistics, grammar, teaching grammar, mode-aspect-time.