DEVELOPING ANALYTICAL AND COMPARATIVE THINKING IN PRIMARY SCHOOL CHILDREN THROUGH IDIOM-BASED ACTIVITIES

Abstract

As a result of conducting research, analyzing the findings, and reviewing relevant literature, we arrived at the following conclusions:
        1. Although scholarly literature provides extensive material on idioms, methodological literature lacks studies specifically addressing the teaching of idioms in elementary school.

1. An examination of elementary school Mother Tongue textbooks shows that, despite the frequent use of idioms in the texts, there are very few exercises and tasks designed to support students in learning them, and the meanings of idioms are not sufficiently discussed.
2. By implementing the system of idiom exercises and methodological techniques we developed during Mother Tongue lessons, and by comparing the results of diagnostic and control tests through quantitative and qualitative analysis, we concluded that our work was effective. Engaging activities focused on idioms foster junior students’ analytical and comparative thinking, contribute to their speech development, and increase their interest in the learning material.
3. During the study, it was also found that purposeful and systematic teaching of idioms contributes to enriching the vocabulary of primary school students and developing their linguistic sensitivity. Working with idioms stimulates students’ creative thinking, encourages independent expression, and enhances communicative skills. At the same time, it promotes effective lesson organization by creating a collaborative and engaging learning environment.