The study abouth Turkish garmmer in grade 8. Turkish textbooks

m ABSTRACT Today, there are several mistakes in TurMsh language* education. As* a result, our adult people cannot use Turkish correctly. Even our academicians make mistakes in speaking and writing. This results from many reasons. One is the inadequacy of Turkish textbooks. Our Turkish textbooks have a number of shortcomings in terms of grammar education and teaching. This study makes a comparative review of Turkish Textbook Grade 8 published by Yıldırım Publishing House, and Turkish Textbook Grade 8 of Ministry of National Education Publications, in terms of their capacity in grammar teaching. The conclusions derived from the study are as follows: While the concerned book of Ministry of National Education teaches 17 grammar lessons through 10 texts, which are selected by random sampling, the Turkish Textbook of Yıldırım Publishing House teaches 30 grammar lessons. While the textbook of Ministry of National Education provides a total of 52 examples with sentences and words, the Turkish textbook of Yıldırım Publishing House provides 85 examples in total. While 17 definitions are made in the textbook of Ministry of National Education, Turkish textbook of Yıldırım Publishing House provides 30 definitions. While the total number of exercises given in the textbook of Ministry öf National Education Is 26, the same in the Turkish textbook of Yıldırım Publishing Souse is -60. It is found that totally 124 terms are used in the textbook of Ministry of National Education. Whereas, there are 139 terms in the Turkish textbook of Yıldıran Publishing House. Number of terms used in both books in common is 55. Total number of terms used in both of the books is 263. Percentage of using common terms is 22.5.IV The textbook of Ministry of National Education provides 71 definitions regarding grammar. On the other hand, number of grammatical definitions in textbook of Yildmm Publishing House is 73. The number of grammatical definitions shared by both textbooks is 32. Percentage of using definitions in common is 22.2. Percentage of definitions used in common is also too low. Study consists of four sections. This first section discusses language and grammar, and the benefits of learning grammar in Turkish education. The second section includes the problem status, purpose, significance and methodology of the study. The third section discusses the two Turkish Grade 8 textbooks and compares them in terms of their accordance with Turkish Education Program, teaching methods and the Regulation on Textbooks. The fourth and last section contains the conclusions we derive from the study and our solution proposals.