Current problems encountered in practise in Turkish teaching

This study was conducted to determine how Turkish lessons are delivered in schools and the problems encountered during the process of the course. The data of the research, which were carried out in the phenomenology model of qualitative research methods, were obtained from interviews with 69 primary school teachers who work in primary schools in the central district of Muş province in the 2018-2019 academic year. Research data were gathered viaa semi-structured interview form prepared for teachers. In this context, Teacher Interview Form for Current Issues Encountered in Practice in Turkish Teaching was used, developed by the researcher and composed of 33 questions. The collected data were analyzed and interpreted through descriptive analysis. As a result of the research, it was determined that there were significant problems during the practice in Turkish teaching. It was determined that the activities prepared for Turkish course gains were not suitable for individual differences, these activities were suitable for normal and high-level students but not for slow learner students. It was determined that the students in the region did not know the Turkish language exactly and did not understand what they read and therefore problems were encountered in the implementation of the activities in the Turkish textbook. Since the language is different, it was seen that the students could not use Turkish correctly and fluently, they do not pay attention to the stress and intonation in their speeches, they do not pay attention to the writing rules and punctuation marks, they have difficulty in grasping the proverbs and idioms they have learned and could not use them correctly according to their meanings. It was determined that students' vocabulary was weak and they did not know the meaning of many words and they could not use the words they learned in daily life due to the different language they spoke. It was determined that the gains in the Turkish course were not intended to improve the students' ability to conduct research and that the texts prepared based on these gains did not improve the creativity of the students. It was concluded that the grammar activities in the Turkish textbook were given superficially, did not contain enough example and time, the students had difficulty understanding and grasping the grammar, so grammar should be given as a separate course because of these reasons. Since reading texts in the Turkish textbook were long, above the students' level, and the texts to develop their imagination were scarce; it was determined that the reading texts should be shortened and the narrative texts should be increased. It was found that students did not have reading habits, did not enjoy reading, had difficulty in understanding and expressing what they read, had a slow reading speed, could not read fluently, they could not explain in a certain order what they understood after reading and had difficulty in finding the main idea of the text they read.