Review of Memduh Şevket Esendal's stories in terms of vocabulary and values education

In this research, Memduh Şevket Esendal's fifty stories which are established by three domain expertsas suitable for secondary school students' levelare reviewed in terms of vocabulary and values education. It is aimed to determine the level of aforementioned stories of Memduh Şevket Esendal in terms of vocabulary and values education.In the research, story maps and vocabulary frequency index of each story which, by three domain experts, is established as suitable for secondary school students' level. Afterwards, vocabulary constituents of stories are reviewed. And finally, values in these stories are established. In the research, descriptive survey model and document review techniques are utilized. In the first chapter, problem situation; importance, aim and limitedness of the research; hypothesis and descriptions are delivered. In the second chapter, with the topics Memduh Şevket Esendal's life, art, works, story genre in children's literature, vocabulary, Turkish education; conceptual framework is generated and relevant researches are given coverage. In the third chapter, method and application process of the research are taken place. In the fourth chapter, findings and interpretation of these findings are taken place. In the fifth chapter, research results are revealed and some suggestions are presented. Following the research, it is determined that, in terms of vocabulary,stories of Memduh Şevket Esendal are on a sufficient level except proverbs and inflexible expressions. In terms of values education, it is established that nearly all of the stated values in the stories belong to value groups "Terminal Behavioursin Individuals" and "Indoctrinations Concerning Social Life". It is concluded that stories are more useful in the education of individual and social values.