Grammatical notions play an important role in teaching of structures constituting language. For this reason, there is grammar teaching in the first stage of language teaching, and its most important objective is not only to transfer on knowledge the language, but also to serve as a skill with all its subtleties, its expression possibilities and wealth. Grammar is seen as body of rules supporting basic skills of language like listening, watching, speaking, reading, and writing. This situation brings forward to grammar lessons, their important, their practice forms, their teaching methods, and necessitates beginning a quest and examination. Commonly neglected of grammar teaching seen very important in language acquisition, and underestimation are a grave contradiction. Today at the point, it shows that teaching by way of memorizing seeing as body of rules to grammar is of no use. Practices which are not considered as language is a system composed of signs, on the one hand to cause the discussion of language issues, on the other hand to extend the learning process, to make difficult to learning, to bring forward a number of problems. Thus, one of the issues discussed in Turcology research belong affixes. It seems that deadlocked on many issues like classification, nomenclature, processing format, and teaching methods. Different perspectives about what is the grammatical notion of affix, its characteristics, how it is perceived, how it is taught, its practice area and format, have led to the emergence of different approaches. Naturally, studied issues, notion errors, context-free definitions are handled with unlike terminology and different methods from each other. Today, common language and common viewpoint is almost lost in the studies of grammar. In this study, it will be focused on that affixes require to be taught into the context based on their formal and semantic functions, drawn attention to the problem, presented solutions.