The Evaluation of the Grammar Acquisitions and Questions in Turkish Course Books with Respect to New Bloom Taxonomy

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In this study, the distribution of the grammar acquisitions in the Teacher’s Guide Book and grammar questions in the Turkish Workbook (both by MEB Publications, 2012) for 6th, 7th and 8th grade students were evaluated with respect to the categories in the New Bloom Taxonomy. The descriptive analysis model was used for the undertaken document analysis. Furthermore, interviews were conducted during the research question identification process. The obtained data were analyzed with respect to sub problems of the study by using frequency and percentage calculations, and in order to achieve reliability the analyses were evaluated and interpreted with expert opinions. The results of the study have shown that 60.02% of the questions in the Workbook address the “remember” and “understand” steps of the cognitive domain, whereas 40.98% of these questions address the “apply” step. On the other hand, 54.7% of the grammar acquisitions from the Turkish Language Teacher’s Guidebook address the “remember” and “understand” categories of cognitive domain and 45.3% of them the “apply” category. Therefore, based on the results of this study it is concluded that emphasizing and increasing the number of grammar acquisitions and questions in the “apply” category would increase the effectiveness of the grammar education.

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grammar teaching , grammar acquisition , grammar questions , revised Bloom taxonomy , Turkish textbook

Başkent University Journal Of Education

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Başkent University Journal Of Education