Ortaöğretim ingilizce ders kitaplarındaki okuma metinlerinin bağdaşıklık analizi

This study aimed to examine the use of thematic progression patterns and cohesive devices in reading texts in secondary English coursebooks in Turkey. The main purpose of the study is to exhibit the existence, if there is, of the use of thematic progression patterns and cohesive devices in the reading texts of four English coursebooks of secondary education. In the analysis of the study; document analysis, a qualitative method of analysis was utilized. Halliday and Hasan's (1976) taxonomy of cohesive devices and Danes' (1974) thematic progression taxonomies were utilized in order to analyze thematic progression patterns and cohesive devices i.e. the use of references, ellipsis, substitution, conjunctions, lexical cohesion of reading texts. The study revealed similarities and differences in terms of cohesion and thematic pattern properties in reading texts of each coursebook. It was found out that the use of grammatical cohesive tools was more than the use of lexical cohesive tools. As for thematic structure, the same pattern-constant theme was used most in each coursebook. In terms of cohesive devices, except one of the coursebooks; lexical cohesion use was the most while substitution and ellipsis were the least used sub-types. In the light of the results, it can be inferred that cohesion of texts might not have been considered consciously during the preparation of language materials. Further studies on cohesion can improve both reading and writing skills of EFL learners indirectly. Key Words: Foreign language education, cohesion analysis, thematic progression patterns, cohesive devices, coursebooks/textbooks, document analysis