Teachers' view on the subject of grammar education according to constructivism

Language is one of the thing which humans are used to mean their environment and the World. An individual realizes learning by language, can express himself/herself, can communicate and can bring meaning to World. So that the language learning and teaching process that affects the whole life and learning areas of the individual is of great importance. Developing science and technology day by day affects all parts of the life and the time of learning and teaching period, both. Nowadays it is not adequate for an individual that has information, the important issue is that whether the information is structured or not. The development of technology, changing the viewpoints of the societies to the information brings structural approaching to the foreground. On this matter, Ministry of Education made the first regulation in 2005 and they shape the learning period under the light of structural approaching. Together with the new programme prepared, it is aimed to reach the information of the individuals and to relate this information to life by structuring it. According to this, teaching of Turkish and language knowledge is also based on structural approach. It has been abandoned to memorize rules in the teaching of linguistics by moving away from the traditional understanding that forms the basis of the old teaching system. Structural approach to teach a new language knowledge avoided the teacher's consideration of language knowledge as a separate field from other language fields. Teacher is expected to teach by associating language knowledge with other areas of language. Teachers are not expected to give the rules of the language to the students directly and is expected to guide the students in the process of information access and structuring. Individual has to understand how and where to use the information thereafter it is got, they have to be creative and open for critisizm. In this guidance process, the teacher should consider demands, needs, needs, readiness levels and personal differences of each individual carefully; in relation to these mentioned above the teaching process and the place should be arranged accordingly. The teacher who is active in the old teaching system is expected to be the student who is ac participation of the individual in the teaching process is of great importance for the success of the teaching process. When the individual is actively involved in the process, he or she can perform higher-level cognitive activities such as "classifying, analyzing, determining, critically approaching and structuring". When dealt with in terms of the teaching of language knowledge, it is possible that the individual does not only memorize, but memorize it, then integrate it with his/her former experiences. Structural-based teaching of linguistic knowledge has been put into practice, but no research involving teachers' thoughts has been found. The aim of the study is to evaluate the utilization situations of existing Turkish teaching programs according to structural approach based on teacher's views. Today, it is argued that teaching approaches of language are separated from traditional approaches and models. Traditional approaches are based on the method of teaching linguistic information in general. Structural approach argues that this teaching should be done in a way that students will perceive instead of straight expression. Teachers who have been educated according to the teaching of traditional linguistic knowledge and who have used this understanding for years in the education system can organize and implement teaching according to the constructive teaching of linguistic knowledge and may reveal some problems with it. For this reason, the main purpose of the study is to evaluate the teaching of current language based on the teachers' views. As a result of the research, it was determined that teachers' opinions about the structural approach, the problems they experienced in practice and the applicability of the approach increased. Teachers stated that structural approach is useful in terms of permanent and effective learning, responding to the interests and desires of the students and forming language awareness. While the vast majority of teachers find structural approach-based linguistic teaching useful, time, physical disabilities, excess classroom availability, absence of textbooks, and the intensity of the programme make it hard to apply. The teachers of the program have made proposals such as reducing the intensity of the schedule, correcting the physical conditions of the schools, providing the material richness, diverting from the morphemic understanding, using different teaching methods and techniques, arranging the textbooks and the central examination appropriately in order to make the teaching of language knowledge more effective in accordance with the structural approach . Key Words: structural approach, linguistic knowledge, linguistic knowledge teaching, Turkish teachers, language