Türkçe ders kitaplarındaki metinlerin ilköğretim programına uygunluğunun incelenmesi: Gösterge bilimsel bir betimleme
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In this study, the texts from the 8th year schoolbooks of Turkish language used in Turkish language teaching are examined in terms of semiotic textual analysis. In the schoolbooks of Turkish language, visual aids and background preparations are made use of while teaching the texts in question, and following the texts, there is a study of vocabulary, of comprehension, of form and genre, of grammar and spelling rules, of written and oral performance, of the writer/composer of the texts. This thesis aims to study this background preparation, the relationship between the texts and the visual aids, and the study of vocabulary, comprehension, form and genre, and oral and written performance. The study consists of seven chapters: In the first chapter, the tide, the subject, the aim, the significance, the method, and the limits and the scope of the thesis are stated. The second chapter discusses the relationship between language and society, thought, and culture, a relationship which is significant in language education. Moreover, a brief history of Turkish language education and of the programme used in Turkish language teaching is given. The third chapter gives information about semiotics and its methods in textual analysis. In the fourth chapter, there takes place an evaluation of schoolbooks in terms of their form and content. The fifth chapter analyses the texts in the scope and states their potential meanings in their main structures. The sixth chapter discusses in three parts the teaching designs of the texts. In the seventh chapter, the conclusion is stated and the further issues are discussed.300 The thesis concludes that the texts in the schoolbooks of Turkish language teaching do not propedy develop students' four language skills, and that schoolbooks, therefore, are not appropriate for the Turkish language teaching programme and cannot provide any efficient first language education.