Examination of sensory names and verbs in secondary school Turkish textbooks in terms of polysemy

Sensory nouns and verbs are rich words in terms of polysemy. Students should be able to encounter meaning-rich sense nouns and verbs to expand their vocabulary and become competent individuals in language skills. The distribution of sensory vocabulary in textbooks, dictionaries and other educational materials is very important. This study aims to examine the distribution of related vocabulary in Turkish secondary school textbooks by focusing on the polysemous use of the words "mouth, feet, nose, tongue, hand, eye, ear" from sensory nouns and "look, press, listen, touch, hear, see, drink, smell, sniff, eat" from the sensory verbs. This study, designed as qualitative research and used the document analysis method, examined secondary school 5th, 6th, 7th, and 8th-grade Turkish textbooks, Current Turkish Dictionary, Turkish Dictionary for Schools, and Real Life Based School Dictionary. Author biographies, preparatory studies, instructions, texts, activities, preparation for the next lesson, end-of-theme evaluation studies, listening/watching texts and activities' sound and video files in the secondary school 5th, 6th, 7th and 8th-grade Turkish textbooks used in the 2021-2022 academic year; have formed the headlines study group of sensory nouns and verbs in the Current Turkish Dictionary, the Turkish Dictionary for Schools, and the Real Life-Based School Dictionary. This study analyzed the use of sensory nouns and verbs in textbooks in terms of reflecting polysemy. In secondary school Turkish textbooks, it is determined that from sensory nouns and verbs, 3 words were never used polysemous; 6 words were less than %25, 3 words were between %25-%50, 3 words were between %50-%75, 2 words were used %75 and more in a polysemous way. Keywords: Polysemy, sensory nouns, sensory verbs, secondary school Turkish textbooks, dictionary