Student and teacher thoughts about the usage of the story texts in the first level Turkish lesson books in the view of the aims of the Turkish lesson

Children literature, besides entertaining the child and regale him/her, it sick out an educational way. It conducts child?s perception of the environment, perceiving the events and displaying positive attitude towards the situations which she/he may across. Tales which takes place among the literature products, not only does it improve child?s language ability, but also it arouses awareness towards the national and global cultural values.This study has been done in order to point out the process of dealing with the tale texts in Turkish Stage 1 course books in Primary School , the general qualities of the tales in Turkish course books, selection of the tale books, teacher opinions about usage of the tales in Turkish language teaching.In this study, the theses of master and PhD. about tales and the required qualities of them in Turkish language teaching and scientific studies published about this issue have been researched and the essential sources have been used.The sentences about tales and the concepts related to tales are detected in Primary School Turkish Language Teaching Program which was published in 2006. The tales which were evaluated was assessed again in accordance with the characteristics concluded here and as a result, it is enabled to show the tales which bear the features in Turkish teaching, child literature and Turkish lesson teaching programme.In this study, the required permissions for ?The scale of Teachers? opinions about tales and their usages in Turkish language teaching? which was developed by Zeynep Çetinkaya in the PhD thesis named ?The Place and The Importance of Tales in Turkish Language Teaching? in 2007 have been taken and the scale has been used.This scale has been applied to the class teachers working in 8 different primary schools in Seyhan, Çukurova, Yüreğir and Sarıçam districts of Adana in 2011-2012 training year. The data obtained from 74 teachers has been analyzed with frequency, percent, Arithmetic mean, the standard deviation, T- test, F-test and LSD Test. The clarity rate of tales in Turkish course books, frequency and the percent sums have been used.According to the result of the research, the opinions of the teachers about the tales and their usage in Turkish Teaching have been found to positive in general sense. The varieties of results have been taken in terms of ?age, gender, alma meter, seniority, the socio-economic level of the school where they work and the level of the class for which they teach?. The opinions about ?tale texts in Turkish course books, selection of tale books and usage of tales in Turkish classes? vary in accordance with the gender of the teachers meaningfully (p<0.05). Female teachers have stated more positive opinions compared to male teachers. A meaningful difference has been found about tale selection in accordance with the ages and seniority of the teachers (p<0.05). The teachers between 31-35 years old and the ones having 11-15 and 16-20 years teaching experience gave more positive responses compared to the other groups. Opinions of the teachers didn?t show any meaningful difference for other variables.The studied tales? clarity levels have been found high. The tongue twisters, reiterative, strengthening, words of reflection and language mistakes in the texts have been defined.It is established that in primary schools, tales have a significant contribution to the acquisition of language and culture in terms of education.Keywords: Turkish Language Teaching Programme, course book, the process of dealing with the tale text, tale