Examination of grammar activities in the secondary school 5th grade Turkish coursebook according to functional grammar and classification of related activities according to the revised bloom taxonomy

In the Secondary School Turkish Course Curriculum, which was renewed in 2024 within the scope of the Turkey Century Education Model, the functional grammar approach is taken as a basis and it is stated that the language structures and vocabulary elements in the curriculum updated in line with this approach taken as a basis by the Ministry of National Education are formed based on the teaching of functional grammar. The main purpose of this research is to examine the grammar activities in the 5th grade secondary school Turkish textbook according to functional grammar and to classify the relevant activities according to the levels of the revised Bloom taxonomy. In this study, document analysis method, which is one of the qualitative research designs, was preferred. Within the scope of the research, a total of 109 grammar activities in the 1st and 2nd terms of the 5th grade Turkish textbooks published by the Ministry of National Education for the 2024-2025 Academic Year were examined in terms of functional grammar and the relevant activities were classified according to the renewed Bloom Taxonomy. Based on the findings, it was determined that most of the grammar activities in the relevant textbooks were prepared by taking functional grammar into account; however, the activities focused more on the functions of punctuation marks. The functions of punctuation marks such as periods, commas, question marks, exclamation points, colons, em dashes, ellipsis, apostrophes, and hyphens are emphasized. Other grammar topics include nouns, transitional and connecting expressions, areas of use of capital letters, and adjectives, all prepared in accordance with functional grammar. A number of reinforcement activities have also been prepared for punctuation activities prepared in accordance with functional grammar. When the grammar activities in the 5th grade Turkish 1st and 2nd term textbook of secondary school are classified according to Bloom Taxonomy, 33 of the 109 grammar activities correspond to the remembering, 49 to the understanding, 8 to the application, 14 to the analysis and 6 to the creation steps. Based on this, it can be said that grammar activities are generally prepared at the level of remembering and understanding steps and that there are not enough activities suitable for higher-level cognitive steps.