The structures of meaning in texts in Turkish main course books in secondary schools (6, 7, 8th grades) and the opinions of teachers about them and the self-sufficiency perceptions by students

The objective of this study is to analyze the texts in Turkish Course books in 6, 7, 8 grades through semantic methods and to get the ideas of students and teachers in terms of lexical semantics in texts, and semantics in clauses and pragmatics and to determine the compatibility of these texts with Turkish Programme put into effect in 2006-2007 academic year. At the stage of study, the texts in course books were scrutinized primarily using semantics, grammar, letters, and semiotics and pragmatics techniques and also their semantics ad structural assets were tried to be determined. Firstly, words in related texts were handled in terms of semantics and by determining the properties of semantics of semiotics in texts, the ratio of theirs in vocabulary (söz varlıkları) and usage sequence of them and density of usage sequence in texts. The determined levels of usage in vocabulary (söz varlıkları) in books have been studied on and their structural properties have been studied comparatively. Secondly, at this stage, the clauses in the course books have been singled out in terms of semantics of clause and the distribution, structural effects of these clauses have been determined from the point of class variable. At this stage of study, finally, statements, which are reflection of spoken language, derived from course books have been determined in terms of pragmatics and the sorts of related statements. The statements that were taken into consideration in the framework of locution, illocution and perlocution have been worked on in order to determine the communicative and textual roles that they take on in terms of text kinds and class variables. At this stage, they have been assessed taking into consideration the kinds of enunciation that become concrete in superficial structures of texts and context and reception. At the second phase of the study, it is aimed to determine the opinions of students about meaning structures in texts in course books. Therefore, a questionnaire consisting of 31 items was prepared in accordance with 5-likert type and this questionnaire were applied to students attending 6,7,8 grades in 15 secondary schools located in 5 different regions in province of Malatya. When choosing schools, social-economical situations were taken into consideration and three schools in each region were selected according to low, medium, and upper-leveled social-economical situations. The questionnaire were applied to 1.370 students in these schools and 66 questionnaires were labeled as invalid due to some sorts of reasons and so, 1.304 questionnaires were subjected to evaluation through SPSS program. By comparing the findings with similar studies, they were interpreted in various variables. At the last stage of study, the opinions of teachers about the meaning structures in Turkish course books were to be noted down. Therefore, 30 teachers of Turkish working in central districts were contacted and their opinions were taken. In order to do that, a questionnaire consisted of 6 items prepared as half completed questionnaires in accordance with quality design and by directing these questionnaires to teachers, their opinions were obtained. The opinions of teachers were written on computer by the researcher and the opinions of teachers about meaning structures in course books were tried to be determined by carrying out content analyze on NVivo programme. The research is vital in terms of setting up a specific framework for meaning structures in course books which are one of the most important materials used in teaching mother tongue in which there are words, phrases and statements.