TEACHERS' OPİNİONS ON THEİR PREFERRED METHODS AND EXAM PRACTİCES WİTHİN THE FRAMEWORK OF GRAMMAR TEACHİNG İN TEACHİNG TURKİSH AS A FOREİGN LANGUAGE

Grammar teaching plays an important role in language learning. However, traditional teaching methods limit students' understanding of grammar rules, and therefore more innovative, student-centered approaches are required. In this study, the methods teachers use in teaching grammar and the types of exams they prefer will be examined, and solution strategies will be developed for the difficulties encountered in this process. The main purpose of the research is to examine the effects of the constructivist model and the contributions of modern measurement-evaluation methods to student success. In this study, qualitative research methods were used and it was carried out within the framework of phenomenological design. Semi-structured interviews were conducted in the data collection process and the data obtained from these interviews were analyzed with content analysis. The participants consisted of teachers with professional experience between 1-6 years, 7 of whom were female and 7 of whom were male. The interview form was started with 12 questions and was reduced to 9 questions as a result of the pilot application. The obtained data reveal the preferences of teachers about grammar teaching and exam types and the development strategies suggested in this process. Teachers use different exam types such as multiple choice, open-ended, performance assessment and portfolio to measure students' grammar level. In grammar teaching, student-centered, innovative methods are preferred; creative and interactive approaches such as story writing, guided discussions, song-poem analyses are used. Teachers recommend the use of technology-supported materials, the use of digital platforms, the increase of peer interaction, and the more effective use of portfolios and performance-based assessments. Recommendations for the study are that the use of digital tools should be increased, the use of materials related to real life in classroom activities should be encouraged, game-based learning applications should be increased, and group work should be supported. Such strategies can help students develop their language skills more effectively.