The examination of the lexical content in Turkish language and literature textbooks

This study aims to examine the vocabulary in secondary Turkish Language and Literature (TLL) textbooks by comparing them with the vocabulary used in the Basic Proficiency Test (TYT) and Field Proficiency Test (AYT) questions of the Higher Education Institutions Examination (YKS). The main objective of this study is to evaluate the effects of text types and vocabulary in textbooks on students' language development. This study is a qualitative research endeavor to examine the effect of secondary school Turkish Language and Literature textbooks on students' vocabulary. In the study, a detailed content analysis of the texts in the textbooks was conducted. In the content analysis, elements such as basic vocabulary, idioms, proverbs, terms, dilemmas, stereotypes, words of foreign origin, translation words, slang words, local discourses, and proper names in the texts were analyzed. The research was conducted using the document analysis method. This method involves the systematic analysis of written documents and provides an in-depth examination of the content and context of textbooks. During the data collection process, 162 texts and 105,858 words from 9th, 10th, 11th, and 12th grade Turkish Language and Literature textbooks were analyzed. Each text was evaluated in terms of the language and forms of expression it contains. The frequency and usage patterns of the vocabulary items in the texts were recorded. Data analysis was carried out based on the content analysis steps suggested by Creswell (2015). The texts were coded and categorized according to the vocabulary items. The validity and reliability of the study were increased by directly associating the categories and codes used in the data analysis process with the research questions and objectives. In addition, the data collection and analysis processes were meticulously designed, and more than one researcher independently conducted the analysis. Ethical principles were followed in the research, and the principles of confidentiality and anonymity, copyright and referencing, objectivity, and scientific integrity were observed. As a result of this method and data analyses, important findings were obtained on how Turkish Language and Literature textbooks affect students' vocabulary. A balanced approach to educational materials enriches students' academic achievement and language use. The findings of the study show that TDE textbooks offer a rich vocabulary and provide students with a comprehensive language environment through different text types. In 9th, 10th, 11th, and 12th grade textbooks, text types such as epics/legends and stories were found to be rich in idioms, proverbs, and phrases. It is understood that such texts are effective in developing students' language awareness and vocabulary. On the other hand, artistic texts such as poetry and theater were found to contribute less to the learning of foreign words. Conversely, it was determined that texts such as diary/blog articles and speeches/memoranda contributed to the learning of current and slang words. In the TYT and AYT exam questions, a different vocabulary profile was displayed from the text types in the textbooks. It was understood that scientific and technical terms were more prevalent in the exam questions, which aimed to measure students' analytical thinking and problem-solving skills. This situation reveals that in order to be successful in exams, vocabulary should be developed with various sources beyond textbooks. The differences between textbooks and exam questions highlight important points to consider in the process of developing students' vocabulary. While the literary and artistic content of textbooks effectively expands students' language awareness and vocabulary, the practical and technical knowledge measured by exam questions increases the challenges students face in their daily and academic language use. In particular, it has been observed that history, mythology, and culture-specific concepts are prominent in the textbooks, while scientific and technical terms are emphasized in the TYT and AYT exam questions. While the abstract nouns used in the textbooks offer richness in literary and cultural context, the abstract words in the exam questions aim to develop analytical thinking and problem-solving skills. The vocabulary selection in the textbooks should be expanded to include the abstract and broad concepts encountered in the exams. A balanced approach to these two aspects of teaching materials and exam preparation processes will enable students to develop both their abstract thinking skills and their literary and cultural knowledge. In addition, students should be provided with special study materials and sample exam questions that will give them the vocabulary necessary to succeed in the exams. The content of textbooks should be updated and modernized, especially in areas such as science and technology. This will enable students to be more successful both in examinations and in their future academic and professional lives. Modernizing the curriculum and teaching materials in line with the examination system and today's requirements will enable students to become competent in historical and cultural knowledge as well as in modern science and technology. Consequently, greater harmonization between textbooks and exam content will contribute to a more comprehensive and effective approach to students' language learning. Such integration will not only increase students' academic achievement but also enrich their language use.