The aim of the study is to determine the achievements that teachers have difficulty in gaining in the 7th grade Turkish lesson in primary education. The design of the study is the screening design of quantitative research. The study group consists of 50 Turkish teachers. Questionnaire was used as data collection tool. Closed-ended ranking questions were used in the survey. In the research, the achievements in the 7th grade in the 2019 Turkish Language Curriculum were determined. Achievements; it was evaluated in a total of five learning areas, namely listening, speaking, reading, writing skills and grammar, which are four basic skills. Then, taking the opinions of the field teachers in the study group, they were asked to rank the first three acquisitions in these five learning areas, which were the most difficult to achievement, from the highest to the lowest according to the level of difficulty. Descriptive statistics were used in the analysis of the data. Spearman correlation analysis was used to examine the relationship between the difficult achievements and the length of professional service of the participants, and the Mann-Whitney U Test was used to examine the relationship with the education level. In the light of the data obtained, the most difficult achievements in the 7th grade were "Evaluating the content of what they listened/watched" by 19.3% in the listening area, 21.3% in the reading area "Determines the main idea / main emotion of the text.", in the speaking area % 29.3% "Makes an impromptu speech", 21.3% "Writes informative texts" in writing, 20.6% "Distinguishes simple, derived and compound verbs" in grammar has been found. In addition, it was examined whether there was a significant relationship between some of the achievements that were difficult and variables such as professional service time and education level, and similarities with other studies in the field were determined. In the light of the data obtained, it is necessary to include more explanatory information in TDÖP; clearer demarcation of achievements; review of textbooks guided by linguistics; it is thought that eliminating the incompatibility between the textbook, the program and the central exams, and using different methods and techniques during the lesson will contribute to the elimination of the difficulties experienced and will help the field teachers.

The aim of the study is to determine the development and change of teaching methods and techniques that are required to be applied for grammar teaching at secondary school level in the Turkish Language Curriculum published between 1924 -2019. The study object of the descriptive study is the Turkish Language Teaching Programs published between 1924-2019. According to the data obtained by the researchers through document analysis, the Turkish Language Curriculum includes the methods and techniques of direct expression, demonstration, deduction, induction, question-answer, repetition, discovery learning, gamebased learning, cooperative learning and analysis for grammar teaching at secondary school level. detected. In general, it is seen that the method and technique suggestions that will guide the teacher in grammar teaching, their introduction, and sample application plans are not included enough. The results of the study show that the changing perspectives in grammar teaching are directly or indirectly reflected in the curriculum. İt is thought that introducing and suggesting methods and techniques suitable for contemporary approaches to grammar teaching in Turkish Language Curriculum and sharing application examples will be beneficial in terms of guiding teachers.