@article{2019,title={A Framework Program for Grammar in Teaching Turkish as a Foreign Language},abstractNode={In this study, grammar subjects taught in Turkish as a foreign language are examined and a framework program for teaching them has been developed. In addition, teacher opinions were taken to strengthen the accuracy of the determined teaching order of these topics. Thus, the aim was to determine what grammar topics should be taught at each level of proficiency in teaching Turkish as a foreign language. In order to arrange the order of grammar topics used in teaching, content analysis was done of textbooks and teacher opinions were taken in order to compare both analyses’ results and determine a commonly agreed upon order of those topics. In this research, an attempt was made to develop a theory to present an order of grammar topics to be used in teaching Turkish as a foreign language. In order to collect data for the research, document analysis technique was used. In this study, the purposive sampling technique was used to select the textbooks prepared for teaching Turkish as a foreign language. The books of three publishing houses from A1 to C1 levels, which teach the grammar topics directly, were studied. In addition in order to determine what grammar topics are taught at each proficiency level, an instrument called, “Grammar Topics Determination Table” was prepared, having consulted three field experts, and in order to determine the level at which those subjects could be taught, the opinions of seven teachers who have worked for at least five years in this field were sought. While comparing the topics in different textbooks, for the frequency of the repetition of the topics (f), for teaching priority both the frequency of the repetition of the topics and teacher agreements were sought. These data indicate that currently there is no coherence in teaching grammar topics in the course books prepared for teaching Turkish as a foreign language. In addition, there is no coherence in terms of quality and repetition of the teaching activities in the books. There is a partial coherence among the opinions of the teachers on the teaching of the topics. The teaching of grammar topics is at the discretion of publishing houses and teachers working in the field. Based on the findings, there is a need for both the curriculum and course books containing qualified teaching activities.},author={Halit Karatay-Seda Kaya},year={2019},journal={International Journal of Languages' Education and Teaching}}