Turkish teachers views on verb teaching

The research aims to get the opinions of Turkish teachers about verb teaching and to reveal their experiences in line with the verb acquisitions in the 2019 MEB Turkish Language Curriculum. The study, which is a qualitative research, is based on the phenomenological approach. The study group of the research consists of 22 Turkish teachers working in MEB secondary schools in Antalya province Elmalı and Korkuteli districts in the 2022-2023 academic year and 15 students studying in MEB secondary schools in Elmalı.Studies on grammar teaching have an important place in the field. These studies generally aim to reveal practices, problems and experiences in grammar teaching. However, no special phenomenological study has been found in the field related to the teaching of verbs, which is one of the grammar subjects. With this study, it is aimed to reveal the experiences and practices regarding the teaching of verbs in Turkish lessons in schools by taking the opinions of teachers about teaching verbs. In this respect, it is thought that the study will contribute to the field. Studies on grammar teaching have an important place in the field. These studies generally aim to reveal practices, problems and experiences related to grammar teaching. However, no special phenomenological study has been found in the field related to the teaching of verbs, which is one of the grammar subjects. With this study, it is aimed to reveal the experiences and practices of verb teaching in Turkish lessons in schools by taking the opinions of teachers on verb teaching. In this respect, it is thought that the study will contribute to the field. In the research, semi-structured interview form and focus group interview form prepared by the researcher were used as data collection tools. The forms, which were prepared by examining the verb acquisitions in the curriculum and taking the general opinions of 3 teachers on the teaching of verbs, were developed by taking expert opinions. At the same time, the forms were controlled by making a pilot application. Through the semi-structured interview form prepared for Turkish teachers, 22 teachers were interviewed. Before the interview, an appointment was made with the teachers and the meeting time was determined. Prior to the teacher interviews, the consent of the teachers to participate in the study was obtained with the Individual Consent Form. A total of 15 students in 3 groups were interviewed through the focus group interview form prepared for the students. Parent Consent Form was obtained on behalf of each student to participate in the research before the interview. At the end of the data collection process, the findings obtained from the interviews were coded through deductive analysis and presented in tables. Below the data tables, the written versions of some teacher and student statements that were mentioned in the interviews are given directly. As a result of the research, students were able to easily distinguish the verb from other word types; It was concluded that the subject of roof and meaning shift was not fully understood as an abstract subject at the 7th and 8th grade levels, and that the most difficult was experienced in the teaching of derivative verbs in verb structure. It has been revealed that the students have difficulty in learning the subject of the verb due to the fact that the subject is detailed and the students do not have sufficient prior knowledge. In the study, it was concluded that the teachers did not have any difficulties in teaching the situation verbs in terms of the semantic features of the verbs, but the method most used by the teachers and students in distinguishing the situation verbs is whether they adapt or not by putting the word "him" in front of the verb. In the research, it was concluded that the teachers gave the predicate to the students in the 7th grade, although it should be given within the subject of sentence elements in the 8th grade. The teachers stated that their practices regarding the four basic language skills in verb teaching were insufficient, and they attributed this to the fact that there was an examination-oriented process. In addition, while teachers mostly use textbooks as material, they do not find the textbooks sufficient in terms of teaching verbs. In addition to textbooks, they use worksheets, games, supplementary resource books and MEB supplementary resources.