10 Tane Will Cümlesi

Abstract: The aim of this study is to determine the sentence information activities for the process of reading and listening/ monitoring texts in six themes in Turkish 8th Grade Lessons (Dörtel Press, a), Student Studybook (Dörtel Press, b) and Teacher Guidebook (Dörtel Press, c) interpret and evaluate them with a critical perspective. In the study, scanning model, which is one of the descriptive research patterns, was used. In the books examined at the end of the study, it was determined that the activities shaped around the phrases (noun clauses, adjective clauses, verb and verb groups, etc.); idioms, proverbs and phrases that can be evaluated in a phrase or sentence structure; meaning in sentence [(positive, negative, question, assumption, probability, comparison, suggestion, subjective and objective judgment; object-result, cause-effect sentences], and emotion (reproach, longing, sadness, regret, exaggeration, surprise, liking), the main and auxiliary elements of the sentence field; the main and auxiliary elements of the sentence such as sentence types according to meaning (positive, negative, question), place of predicate (canonical, transpose), type (noun and verb sentence) and structure (single predicate, multi predicate, verbial, conjunction); purpose according to its subject (active, passive) and object (transitive, intransitive), voice of verbs, sentence emphasis, sentence length, number of verbs in the sentence, expression disorders, etc. spread over a wide range in terms of the sentence information. At the end of the study, it was proposed to update and enrich the sentence information activities in 8th grade Turkish textbooks in the light of academic studies focused on grammar teaching processes, especially with the discovery learning in constructive approach carried out in the seafoodplus.infods: Sentence Knowledge Activities; 8th Grade Turkish Lessons, Student Study and Teacher Guide Book; Grammar Teaching with The Discovery Learning Method in Constructive Approach.