Examination of the 6th Grade Turkish Lesson Coursebook Texts Within the Context of the Properties of the Text
top of page
Asian Institute of Research, Journal Publication, Journal Academics, Education Journal, Asian Institute
Asian Institute of Research, Journal Publication, Journal Academics, Education Journal, Asian Institute

Education Quarterly Reviews

ISSN 2621-5799

asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
crossref
doi
open access

Published: 30 April 2021

Examination of the 6th Grade Turkish Lesson Coursebook Texts Within the Context of the Properties of the Text

Cafer Çarkit, Ayşen Çohantimur

Gaziantep University, Turkey

asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
pdf download

Download Full-Text Pdf

doi

10.31014/aior.1993.04.02.246

Pages: 280-290

Keywords: Turkish Textbook, Text, Literary Genre, Logic Level, Function

Abstract

In this study, the texts in the 6th-grade Turkish coursebook, prepared according to the 2019 Turkish Lesson Curriculum, have been analysed in terms of various text types. In this framework, the texts in the book have been examined and evaluated according to the criteria of the function, literary genre, logic level, and the utilization feature in language teaching, which the researchers have created based on the literature. The case study of qualitative research methods was used in the study. The data source of the research is the 6th-grade Turkish textbook used in 2020-2021 academic year. The data of the study was obtained through document review. The data obtained in the study were analysed and evaluated by content analysis, one of the qualitative data analysis methods. The research findings determined that the book included informative texts more than narrative texts and poems in terms of their functions. It has been determined that the texts in the book show a rich variety in terms of literary genre. It has been concluded that most of the texts in the book in terms of logic level are simple texts written at the level of plain logic. In the context of their usage characteristics in language teaching, it was determined that literary texts have more place than original texts in the textbook. Based on these findings, it was concluded that sufficient attention was not given to text selection in the textbook, and suggestions for text selection were presented in the process of preparing a Turkish textbook.

References

  1. Aksan, D. (1999). Şiir dili ve Türk şiir dili [Poetry language and Turkish poetry language]. Ankara: Engin Publication.

  2. Aktas, S. & Gunduz, O. (2001). Yazılı ve sözlü anlatım – Kompozisyon sanatı [Written and oral expression - Composition art] Ankara: Akçag Publication.

  3. Aktas, S. (2009). Literary text and its characteristics. Atatürk University Journal of Turkish Researches Institute, 39, 187-200.

  4. Arici, A. F. (2009). An exemination of the texts in the primary education sixth grade Turkish textbook. Ekev Academy Journal, 13(38), 331-342.

  5. Aytas, G. (2006). Utilization from literary genres. Milli Egitim, 168, 261-276.

  6. Bas, B. (2003). An analysis of text types in sixth grade Turkish textbooks. Journal of Turkology Research, 1(13), 257-265.

  7. Bogdan, R. C. & Biklen, S. K. (2007). Qualitative research for education: An introduction to theories and methods. Boston: Pearson.

  8. Bulut, K. (2020). Analysis of texts in open education secondary school Turkish textbooks for themes and text types. Journal of Mother Tongue Education, 8(3), 931-949.

  9. Cemiloglu, M. (2015). Türkçe öğretimi [Turkish Teaching]. Bursa: Alfa Aktüel.

  10. Carkit, C. (2019). The evaluation of 8th grade Turkish textbook that prepared according to 2018 Turkish curriculum. Electronic Journal of Social Sciences, 18(71), 1368-1376.

  11. Carkit, C. (2020). Reflective thinking in Turkish language education. Elementary Education Online, 19(2), 1078-1090.

  12. Ciftci, O., Cecen, M. A., & Melanlioglu, D. (2007). An evaluation of the texts of sixth grade Turkish course books in terms of readability. Electronic Journal of Social Sciences, 6(22), 206-219.

  13. Davey, L. (2009). The application of case study evaluations. (Translated by: T. Gokcek). Elementary Education Online, 8(2), 1-3

  14. Dolapcioglu, S. (2020). Effect of Materials for Thinking Classroom (MTC) on PISA Reading Literacy. Journal of Mother Tongue Education,8(1), 196-210

  15. Durukan, E. (2011). Evaluation of texts in Turkish lesson coursebooks in terms of students’ opinions. Journal of Uludağ University Faculty of Education, 24(1), 209-216.

  16. Ensar, F. (2002). İlköğretim 6. sınıf Türkçe ders kitaplarındaki metin altı soruları üzerine bir inceleme. (Unpublished master thesis). Gazi University, Ankara.

  17. Gocer, A. (2008). An examination of primary school Turkish textbooks in terms of measurement and evaluation. Atatürk University Journal of Social Sciences Institute, 11(1), 197-210.

  18. Guba, E. G., & Lincoln, Y. S. (1982). Epistemological and methodological bases of naturalistic inquiry. Educational Communication and Technology Journal, 30(4), 233-252.

  19. Gunay, D. (2017). Metin bilgisi [Text knowledge]. Istanbul: Papatya Publication.

  20. Gunes, F. (2013). Choosing the text in Turkish teaching. Journal of Mother Tongue Education, 1(1), 1-12.

  21. Gunes, F. (2013b). Instead of teaching the text learning with text in teaching Turkish. Adıyaman University Journal of Social Sciences, 6(11), 603-637.

  22. Iseri, K. (2007). The evaluation of acceptability of the goals of 6th class Turkish coursebook in Turkish programme, Language Journal, 136, 58-74.

  23. Kolac, E. (2003). The evaluation of the primary education fourth grade Turkish course books with regard to teachers’ views. Journal of Uludag University of Faculty of Education, 17(1), 105-137.

  24. Leckie-Tarry, H. (1993). The specification of a text: Register, genre and language teaching.  (Edt. M. Ghadessey) Register analysis: Theory and practice, 26-42. London: Pinter Publisher

  25. MEB (2019). 6. Sınıf Türkçe ders kitabı [6th grade Turkish textbook], Ankara: MEB Publication.

  26. MEB (2019). Türkçe dersi (1-8. Sınıflar) öğretim programı [Turkish course curriculum (Grades 1-8)] Ankara: MEB Publication.

  27. Merriam, S. B. (1998). Qualitative research and case study applications in education. San Francisco: Jossey-Bass Publishers

  28. Musaoglu, M. (2003). Functional grammar and text composition in Turkish author(s). Language Journal, 120 22-49

  29. Oates, T. (2014). Why textbooks count. Cambridge, England: Cambridge Assessment.

  30. Ozbay, M. & Cecen, M. A. (2012). A study of texts in Turkish language 6, 7, 8th grade text books in point of type and theme. International Journal of Language and Literature Education,1(1), 67-76.

  31. Ozdemir, O. (2020). A higher order thinking skill to be developed in Turkish language teaching: analytical thinking. Journal of Mother Tongue Education, 8(3), 950-971.

  32. Ozmen, R. G. (2001). Okuma becerisi [Reading Skill]. (A. Ataman vd. Edt.) Konu alanı ders kitabı inceleme kılavuzu [Subject area textbook review guide]. Ankara: Nobel Publication.

  33. Patton, Q. M. (2014). Qualitative research & Evaluation methods. USA: Sage Publications.

  34. Pilav, S.& Oguz, M.M. (2013). A research on the text types in the Turkish coursebooks. Kırıkkale University Journal of Social Sciences, 3(2), 16-30.

  35. Sever, S. (2013). Etkinliklerle Türkçe öğretimi [Turkish teaching with activities]. Ankara: Tudem.

  36. Solak, M. & Yayli, D. (2009). A textbook analysis of senior primary education Turkish course books. The Journal of International Social Research, 2(9), 444-453

  37. Sahin, A. (2008). The assessment of primary education first grade Turkish coursebook, student's workbook and teacher's book depending on teachers' opinions. Ahi Evran University Journal of Kırşehir Education Faculty, 9(3), 133-146.

  38. Sahin, A. (2010). Evaluation of primary education second- and third-class Turkish textbook, student workbook and teacher guide book according to teacher opinions. Milli Egitim, 40(185), 48-65.

  39. Usiskin, Z. (2013). Studying textbooks in an information agea United States perspective. ZDM, 45(5), 713-723.

  40. Urundu, V. (2011). 6-8. sınıf Türkçe ders kitaplarının tema ve metin türü yönünden incelenmesi. (Unpublished master thesis). İnönü University, Malatya.

  41. Wach, E. (2013). Learning about qualitative document analysis. Institute of Development Studies, 13, 1-9.

  42. Woody, W. D., Daniel, D. B., & Baker, C. A. (2010). E-books or textbooks: Students prefer textbooks. Computers & education, 55(3), 945-948.

  43. Yagmur, K. (2009). What extent do Turkish textbooks support concept development? Cito Education: Theory and Application, 2, 53-64.

  44. Yildirim, A. & Simsek, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri[Qualitative research methods in the social sciences]. Ankara: Seçkin Publication.

  45. Yilmaz, E. (2010). Uygulamalı metin bilgisi [Applied text knowledge]. Ankara: Pegem Publication.

  46. Yin,R. K. (1984). Case study research: Design and methods. Newbury Park, CA: Sage.

bottom of page