This study explains why accusative case has been chosen and how it could be used as a strategy to overcome language-learning plateau (Yin, n.d.; Richards, 2008) where the learners of Turkish as a foreign language (TFL) hit at B1-threshold level mostly. Here, the students who learn TFL through English have problems in the learning process, because they tend to misuse accusative case in terms of the accordance with the verbs while constructing sentences. Thus, in order to give the students systematic orientation about the usage of Turkish accusative case, it is necessary to mediate the connection with the other components of a sentence through contextuality, expression of definiteness and transitivity. Based on this background, action research (Patton, 2002; Johnson, 2002; Creswell, 2012; Mertler, 2012) was conducted to solve the specific problem of correct using accusative case within TFL courses. Semi-structured interviews, quiz, course notes were collected as data instruments from both students and instructor in two semesters. Data were analyzed inductively and common difficulties and mistakes were determined to develop a kind of solution to cope with language-learning plateau. Consequently, the students’ attention was drawn to the internalization of the concepts within real life situations, and then a verb list was prepared to help them to figure out the semantic and pragmatic functionality of the accusative cases with the usages of the verbs. Moreover, the strategy of verbalizing (Galperin, 1992 as cited in Negueruela & Lantolf, 2006; Williams et al. 2013) the accusative cases with the usages of verbs was given as a solution for the language-learning plateau The notion that integrating grammar into language skills ratherthan a product as an instructional process is fundamental to foreignlanguage instruction is very familiar to all of us. So, how to teach grammar and to what extent to teach are still kept in agenda ofdiscussions over teaching foreign language. Learning a foreignlanguage, which belongs to a totally different language family, isdesperately in demand of analysis of linguistic structure, and perceivingthe mentality of target language.Since Modern Turkish is an agglutinative language, which iscomposed of consecutive suffixes with regard to vocal/consonantalternations. E.g. evimizdekiler = ev-imiz-de-ki-ler (the ones who are atour home). It is required to do instruction in the logic of suffixalignment in a way of deriving or forming words, and the classificationof sentence structures according to structure, predicate, meaning andword order.Herein, our objective is to make students understand how suffixesfunction and their relations to other words in a sentence. In order tomake a sentence not only grammatically, but also meaningfully correct,suffixes should be appropriately attached to words. It is cruciallyimportant to know exact suffix combinations for referring the rightconcepts and entities at the right place in the right time (Sağır, 2002, p.44).Furthermore, teaching the components of a sentence in terms offunctionality and appropriate utterances would be more meaningful foradult learners, and this would lead them to raise their awareness ingrammar structures. Yet adult learners like to make comparisons andconnections between languages. Subsequently, they are eager to usetheir productive skills such as in writing assignments full of complexsentences.For instance, at first sight, the object clause difference betweenthese two sentences could be easily guessed via suffixes in Turkish: 1.She promised her husband to cook: “Kocasına yemek yapmaya sözverdi”. 2. She convinced her husband to cook: “Kocasını yemekyapmaya ikna etti”. But which argument structure of the verb thatdetermines the type of suffix can be confusing for foreign languagelearners.PurposeThis study explains why accusative case has been chosen andhow it could be used as a strategy to overcome language-learningplateau (Yin, n.d.; Richards, 2008) where the learners of Turkish as aforeign language (TFL) hit at B1-threshold level mostly. Here, thestudents who learn TFL through English have problems in the learningprocess, because they tend to misuse accusative case in terms of theaccordance with the verbs while constructing sentences.We observed the learners who are in the transition phase ofmoving to B2 level cannot use accusative cases precisely in a sentenceeven though they know the rules of thumb of accusative case suffixes.This prevents them to speak and write accurately because they do notcomprehend how accusative cases function within the context of verbs.So, this factor causes them to lose their motivation which is required fordeveloping linguistic competence Thus, we claim that “learning accusative cases within the contextof the verbs" would provide a strategy to overcome the languagelearningplateau at B1 level for TFL. In other words, we studied howsuffixation of accusative cases could be accorded with some certainverbs and this could be taught more effectively in order to overcomelanguage-learning plateau. Moreover, in order to give more clearsystematic orientations about the usage of Turkish accusative case, weclassified the general functions and implementations of Turkishaccusative cases, which are presented in some main reference books onTFL as “contextuality, expression of definiteness and transitivity.”MethodologyParticipantsThe participants were 15 foreign students aged 16 to 32 attendinga state university TÖMER Turkish course. The Turkish course lasted fortwo terms of 2013-2014 academic year and they had 4-houred classesfor 5 days in a week. With the second term, prominently, they hadoverall review of A2 level and then moved to B1 level. Throughout thesetwo terms, the participants studied the course-books Gazi TömerYabancılar için Türkçe; A1 Temel Düzey and A2 Teme