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Grammar is a discipline of study that investigates language in terms of sound, form, and sentence structure and establishes rules for these. Grammar instruction comprises exercises that help students comprehend a language's sounds, forms, and sentence patterns to utilize it efficiently and correctly. As a result, grammar instruction may be viewed as an area that assists pupils in developing good comprehension and expression abilities. According to European Language Portfolio, grammar is a collection of principles that assist fundamental abilities such as listening, speaking, reading, and writing. Grammar education's goal in this respect is not to make individuals memorize rules but to help them grasp and apply them to their comprehension and expression abilities. Texts have a crucial role in teaching grammar through implication in this scenario. The text has been regarded as a communication unit due to contemporary linguistics. Language structures are text-creation tools. As a result, language instruction should take this into account. The aim of this study is to investigate the extent to which reading texts used in teaching Turkish to foreigners convey grammar functions. In this study, the reading texts of the New Istanbul Turkish Textbook for International Students (B1-B2) and the New Hitit Turkish Textbook for Foreigners (B1-B2) have been comparatively examined to determine the extent to which they reflect the taught grammar functions. This study identifies deficiencies in reflecting grammar functions in both books. The research was conducted using the document analysis method. [ABSTRACT FROM AUTHOR]

Copyright of Itobiad: Journal of the Human & Social Science Researches / İnsan ve Toplum Bilimleri Araştırmaları Dergisi is the property of Itobiad: Journal of the Human & Social Science Researches and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Turkish Journal of Social Research / Turkiye Sosyal Arastirmalar Dergisi is the property of Turkish Journal of Social Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Grammar can be briefly defined as a discipline that studies a language in terms of phonetics, form and sentence structures; and determines the rules concerning these. As for grammar teaching, it is a process of enabling students to sense the phonetics, form and sentence structures of a language by making use of particular methods; and carrying out activities which help them use language effectively, accurately and smoothly. Therefore, grammar teaching can be seen as an assistant and supportive field, which helps students to acquire the skills of comprehension and expression in an effective way. As a matter of fact, it is stated in the Curriculum and Guidebook of Primary School Turkish Course (6th - 8th grade) that, grammar is "a body of rules supporting the basic skills of a language such as listening/watching, speaking, reading and writing". In this respect, grammar teaching does not aim to make students memorize a set of rules; but it aims to make them understand those rules so that they are able to utilize them through skills of understanding and expression. [ABSTRACT FROM AUTHOR]