E-ISSN:2342-0251

Evaluation of 5th Grade Turkish Course Book with regard to Teachers’s Views


The aim of this study is to evaluate the 5th grade Turkish course book used in the 2017-2018 academic year through teachers’ views. The research was conducted in the 2017-2018 academic year by interviewing 21 teachers who teach Turkish to the 5th graders. The research data designed according to the qualitative pattern were obtained by means of the interview form finalized by taking expert opinion. The data in the form filled out in by the volunteer teachers were subjected to content analysis by coding. As a result of the study, it was determined that Turkish teachers found the 5th grade Turkish course book used in the 2017- 2018 academic year more successful in terms of content, paper quality, visual elements and general characteristics than the books prepared in previous years; however, the inadequacy of exercises in achieving the acquisition in the programme, having not enough exercises for grammar and scattered placement of these exercises, lack of various text types and literary texts, and students’ perception of the book as nothing more than a compulsory course material are the negative opinions standing out in the research. Although the teachers mostly claimed to use the course book in Turkish lessons, it was found that grammar activities in the book were inadequate, the book alone was not enough to teach the acquisition and they used extra materials in order to diversify the question types that the students could learn. According to the results, it may be advised to review the compatibility of the activities related to language skills in the book with the curriculum, to make the instructions clearer and to pay more attention to the selection of texts, which are main materials of Turkish lesson. It can also be advised to increase the number of grammar activities and diversify the question types so that teachers will use less extra materials.


Keywords


Turkish course book, teacher’s view, qualitative research

Author : Hatice Dilek ÇAĞ
Number of pages: 82-98
DOI: http://dx.doi.org/10.29228/ijla.40209
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International Journal of Language Academy
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