Designation of structures marking modality of possibility in Turkish language and use of these in Turkish grammar teaching

Grammar is the set of rules of interacting aspects such as sound, meaning and form. No one speaks, writes, or thinks, knowing all the rules of grammar of a language. We know the rules of our mother tongue both implicitly and intuitively, on the other hand, in order to use the language, it is necessary to follow the rules of grammar and also to establish meaning. This can only be achieved by using the meaning in the language and the grammar harmoniously. According to the constructivist approach, grammar in Turkish teaching is important to understand the rules of the language and to convey meaning by utilizing these rules. In Turkish, modality is one of the grammatical categories used to convey meaning. Therefore, modality should be one of the subjects that should be addressed in grammar. The importance of probability, which constitutes a basis for modality, stems from the possible expressions we utter while using the language. For this reason, the concept of possibility in the field of modality should be researched. In this study, it is aimed to determine the structures that mark the possibility modality in Turkish and to examine the use of the possibility modality in Turkish grammar teaching. Being qualitative, the study utilizes document analysis method. The research approach used, on the other hand, is case study. Since the simultaneous approach was used in the study, the corpus was selected from the texts written in Turkey Turkish after 2010. While selecting the texts, judgment sampling method was used and the corpus was limited to one work from each text type. The data collected from the texts that make up the corpus were analysed and interpreted by the content analysis method. Possibility modality is grouped with modality markers based on Rubin's (2010) certainty classification model. In addition, the place of possibility modality in Turkish grammar teaching has been determined by examining the Turkish Language Teaching Curriculum and Turkish course books. As a result, the study showed that although the possibility modality has an important place in the texts in Turkey Turkish, it is not adequately addressed in Turkish grammar teaching. Keywords: modality, possibility modality, grammar.