The message in narrative texts in secondary school Turkish textbooks

Among the 21st century skills, there are many important skills such as "critical thinking, problem solving, communication, cooperation and creativity". Education has great importance in presenting these skills to students. Turkish education also aims to develop critical, analytical and creative thinking skills as well as improving comprehension and expression skills at all levels of education. Because language education is directly related to thinking skills as well as communication skills. Developing the boundaries of individuals' language is directly proportional to developing the boundaries of their thinking. Turkish education is text-oriented and for this reason, text selection and use of text are important. The importance of Turkish textbooks stems from the texts in them. For this reason, the quality of Turkish textbooks is extremely important in achieving the targeted gains. Each textbook has the characteristics of an anthology and the quality of the texts in it is related to many different learning areas. In our study, we will focus on the message element in the narrative texts in the secondary school Turkish textbooks. Expressing a feeling or thought in written or verbal form is called a message. When the studies are examined, it is seen that the message has been given in two main ways in the texts so far: Direct or indirect message. However, detailed information about how this message was revealed is not given in the literature. In our study, we will discuss in detail how the message element is given in the texts. Our study has the feature of "non-interactive analytical qualitative research" as it aims to collect and analyze document-based data. For this reason, the "document analysis" method was used when examining the data in our study. Messages are handled separately under two headings according to the way they are delivered and according to thematic areas. It has been concluded that indirect messages are frequent according to the mode of delivery, and messages based on ethical / moral concepts / facts / values according to thematic areas. It has been concluded that it is necessary to increase the quantity and quality of narrative texts in Turkish lessons, to ensure diversity in the messages given, and to display a balanced distribution in thematic areas.