Examining the texts in secondary school Turkish textbooks in terms of reconciliation and deviations

Textbooks appear as an important guide and helper in the process of acquiring the target acquisitions by the students in the education-teaching process. In terms of Turkish education, textbooks have a content that aims to gain the necessary knowledge and skills through various texts. For this reason, it is a remarkable point that the texts in Turkish textbooks exemplify the richness and diversity of the language. In the Turkish course, which is based on developing linguistic skills and ensuring that Turkish is used in the best way, it is essential that the contents of the texts are carefully prepared, taking into account the criteria of suitability for the level of the students. It is important to include the works of different artists who have taken a place in our literary world, and to include various examples from their world of perception and thought in the texts, in terms of showing children the richness of our language. In literary texts, it is normal for artists to turn to different usage styles and go beyond the usual styles, and it is a situation that reveals their creativity in interpreting life. Associations are based on creating different or familiar units of meaning by using words together. Deviation, on the other hand, expresses an artist-specific orientation in the way of using language. It appears in the form of making various derivations by bringing together the units of the language in different ways and creating original linguistic structures. The aim of this research is to examine the textbooks taught at the secondary school level in terms of reconciliation and deviations. In this direction, eight themes in each of the 5th, 6th, 7th and 8th grade Turkish textbooks and a total of 128 texts within these themes were examined by subjecting them to document analysis, and these data were then classified by content analysis and expressed in the form of lists and graphics. Considering the findings in question, it has been determined that examples of reconciliation and deviation are included in the textbooks, but that these examples do not have a regular distribution in the texts and among the themes. While correlations are more common in narrative texts and poems, it has been observed that these uses are less common in informative texts. In terms of deviations, it was determined that deviation types based on formal changes were used less frequently in texts, and deviation types based on content and meaning were used more intensively.