The role of semiotics-based text analysis on 7th grade students' narrative text analysis and writing skills

Semiotics is a systematic and functional method that addresses the processes of meaning and interpretation with an interdisciplinary approach. It goes beyond traditional approaches; its structure allows for the analysis of text from the surface level to the deep structure and the generation of meaning from the deep structure to the surface structure, facilitating the individual's comprehension process and contributing to the more consistent and planned reflection of emotions and thoughts in the written expression process. In this respect, the semiotic method is considered an important tool in Turkish language education. However, it has been observed that this method, frequently used especially in reading and text analysis, has not been adequately evaluated in the context of developing writing skills, and studies in this area are limited. This research aims to examine the role of semiotics-based text analysis on the narrative text analysis and writing skills of 7th-grade students. The study employed the action research method, a qualitative research design. During the application process, students were first introduced to semiotic concepts, then provided examples of how to apply these concepts to texts, and finally, activities were conducted in which students created their own written products. Throughout the process, the goal was for students to internalize semiotic concepts, and the observed improvements in their writing skills were supported by qualitative data. The research concluded that semiotic-based text analysis and writing activities positively impacted students' reading comprehension, text analysis, and written expression skills. The use of semiotic methods, particularly in narrative text writing, improved students' skills in drafting, text structuring, and character construction. The study demonstrated that semiotics should be considered an effective and transformative tool not only in the reading and analysis processes but also in the context of writing instruction.