A textlinguistic analysis of secondary school 7th grade Turkish coursebooks (the sample of MEB and özgün publications)

The aim of the study is to determine whether the texts in the 7th grade Turkish textbooks of the schools affiliated to the Ministry of National Education meet the criteria of textuality according to the principles of textlinguistics. The study is based on the reading texts in the 7th grade Turkish textbooks of the Ministry of National Education and Özgün Publications. The texts in both textbooks were evaluated within the theme they were in. This study was conducted using descriptive analysis method, one of the qualitative research methods. Millî Eğitim Bakanlığı and Özgün Publications 7th grade Turkish textbooks each have 8 themes and 4 reading texts in each theme. Three of these texts are main texts and one is a free reading text. In total, 64 texts were analyzed under 16 themes. These texts were analyzed in terms of grammatical and lexical cohesion elements of small-scale structure. The conformity of each text to the textuality criteria was determined according to the elements of reference, omission, modification, correlation and repetition. As a result of the study, it was determined that in the texts in both books analyzed, the element of after reference was used frequently. On the other hand, it was observed that the pre-referential element was used less frequently. In the texts in both books, subtraction elements were frequently encountered. Modification elements were mostly seen as action-based modification elements. Examples suitable for all relation elements were found in the texts. While repetition with the same words was frequently encountered in the texts, it was found that the least common repetition was the repetition with the superlative-subordinate relation. It was determined that the texts in the 7th grade Turkish textbook of the Ministry of National Education Publications and Özgün Publications were written in accordance with the textuality criteria and that there were no texts that would prevent text linguistic analysis.