Author(s): OÄuz Kamil ERCANTÃRK
Data gathered from a single field is not enough to write a textbook. Multiple fields such as linguistics, textlinguistics and semiotics need to be adopted in the process of writing a textbook. The aim with this study, which employs semiotic method, is to set an example for teachers to study texts in Turkish classes. By reflecting the textbooks through semiotics, providing a guide for future textbooks is aimed. This study was formed using qualitative research and survey model. For the research the texts from 5th, 6th, 7th and 8th grade Turkish textbooks (2012 editions), which were recommended by Ministry of National Education and Board of Education and Discipline, were analyzed. The population of the research was composed of 78 texts that include 24 texts from 5th grade Turkish textbook and 18 texts from each of 6th, 7th and 8th grade Turkish textbooks. Extracurricular reading texts and listening texts were excluded. Field of study consisted of 19 texts that were chosen as examples of different text types in 5th, 6th, 7th and 8th grade Turkish textbooks. The data was collected by document analysis and the collected data was analyzed by qualitative content analysis method. Studying secondary school textbooks in terms of semiotics has revealed that semiotic method helps the reader with comprehension, objectively evaluation and interpretation of written texts.
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