Examination of primary school Turkish coursebooks in terms of vocabulary elements and experiences of classroom teachers in developing their vocabulary

The aim of this thesis is to examine the primary school Turkish textbooks used in the 2024-2025 academic year in terms of vocabulary elements and to investigate the vocabulary development experiences of classroom teachers. In this regard, document analysis and interview methods, which are qualitative research methods, were used in the study. The study group consisted of 23 classroom teachers working in institutions affiliated with the Ministry of National Education and the primary school Turkish textbooks taught in the 2024-2025 academic year. Data were collected by examining the 1st, 2nd, 3rd, and 4th grade Turkish textbooks used in primary schools affiliated with the Ministry of National Education in the 2024-2025 academic year and by interviewing the primary school teachers working in primary schools affiliated with the Ministry of National Education using an interview form prepared by the researcher. The study concluded that primary school Turkish textbooks do not contain sufficient vocabulary elements and that the vocabulary elements do not increase regularly as the grade level increases. Irregularities were also detected in the distribution of vocabulary elements in the textbooks. Another finding was that classroom teachers found their own vocabulary development sufficient. They also employed various practices to improve students' vocabulary.