A study on the activities regarding text type teaching in Turkish course book

Texts are the most widely used teaching materials to carry out educational activities. The selection of qualified texts that reflect the best examples of its type is of great importance in unproblematic progress of the education-training process. The texts, which are the materials students encounter most in collective Turkish lessons, are chosen from original and special texts, taking into account the criteria specified in the Turkish Lesson Curriculum, and used as lesson processing tools. Selected texts; poetry, narrative and informative text types should be included in the books with a balanced distribution. Thus, it is ensured that students encounter texts that reflect different types and qualified examples of their types. It is seen that activities to teach these text types as well as quality texts play an important role in students' awareness of text types. The aim of the study is to examine the activities for teaching text type in Turkish textbooks. In this context, in the last five years, activities for text type teaching in the textbooks of MEB, Anıttepe, Ata, Ekoyay and Özgün publishing houses and in the worksheets of MEB publications have been identified. Therefore, it is considered that the document analysis method would be appropriate for the research. The research was conducted in the scanning model and with the document analysis method. As a result of the research, it has been determined that the distribution of the activities for teaching the text type in the Turkish textbooks and worksheets examined is unbalanced. In addition, it was concluded that the activities aimed at teaching the text type were insufficient in terms of gaining awareness about the type, and the content of the activities was the same or very similar. It has been determined that the contribution of the activities to the development of listening/watching and speaking skills is insufficient in terms of contributing to the development of four basic language skills, and that the areas that contribute the most are the areas of reading comprehension and writing skills. It has been observed that the activities have been prepared in a way that meets the gains for text type teaching in the Turkish Language Curriculum. Most of the activities were prepared in informative texts, poems and narrative texts; it was determined that the least activity was in the types of articles, columns, humorous anecdotes and aphorisms. As the grade level increases, it is expected that the activities for the types of opinion writing will increase, but on the contrary, it has been concluded that fewer activities are included. In accordance with the results of the study, suggestions were given in order to make the activities for teaching text type more qualified. Keywords: text, text type teaching, activity, curriculum