In this study, secondary school grammar teaching was evaluated taking into consideration teacher feedback and it was attempted to draw attention to the issues of grammar teaching which doesn’t overlap with structural approach. The data of the research, which is one of the qualitative research patterns was used, were provided through open-ended questionnaire interview conducted with 50 Turkish teachers. In the analysis of the discussion records, categorical analysis method, which is one of the types of content analysis, was used. According to the findings of the study, most of Turkish teachers applied teaching functional grammar and used of induction method. While teaching grammar was emphasized to be realized comprehensively in the 2015 Turkish lesson curriculum and guide, the teachers generally applied grammar activities at a separate lesson time, they revealed that grammar acquisitions were made progressive accurately in respect of class levels, they didn’t consider grammar activities as sufficient in grammar acquisition.
Turkish grammar, teaching grammar, teacher views.