Evaluation of the activities in primary school Turkish textbooks in terms of methods and techniques used in vocabulary teaching

The aim of this study is to find out the methods and techniques used to prepare the activities in Turkish textbooks made available to primary school students and teachers by the Ministry of National Education, and to see how much the data found contributes to the receptive and productive vocabulary. Methods and techniques were determined by conducting a literature study on the subject and taking expert opinions. The determined methods and techniques were explained in detail by the researcher to the secondary school Turkish teacher who would help him examine the activities in Turkish textbooks, and the necessary documents were presented. In this study covering Turkish textbooks, the researcher reached results by comparing and discussing the data he obtained with the data obtained by the Turkish teacher, and then the results were examined and approved by the field expert. This study is a qualitative study and the document review method was used to analyze the data. Primary school Turkish textbooks belonging to both the Ministry of National Education Publications and private publishing houses were examined. It was observed that there was a gradual increase in the number of activities according to grade levels in the Turkish textbooks examined. It was understood that this gradual increase did not cause a significant change in the first five most used methods and techniques at all grade levels. It has been determined that this situation causes constant repetition and monotony in activity types in primary school Turkish textbooks. It has been observed that the most used methods and techniques are matching, making sentences, filling in the blanks, guessing from the context, using visuals, using a dictionary, word book, puzzle and association, and vocabulary teaching methods and techniques. When these data were evaluated, it was determined that receptive vocabulary was at the forefront at all grade levels, while productive vocabulary elements were given less space. It is understood that it is important for the Ministry of National Education and academic circles to continue the study in the following years.