Author(s): Şükran DİLİDÜZGÜN

The aim of the Turkish lessons is to improve the communicative competence of the students and activities are organized in Turkish textbooks in order to develop the objectives determined in Turkish Curriculum. Communicative competence requires theability to analyse and create texts appropriate to different contexts. Therefore, it is inevitable that the objectives and the activities are based on the text structure. Reading is also effective in developing other skills in this context. In this study, which was developed in line with these considerations, it was determined how much the reading objectives met the criteria of the text structure. It was then questioned whether the reading activities met the reading objectives and the text structure criteri a. As it covers all of the reading objectives, the 8th grade level was taken as a study population and a Turkish book was chosen as sample by random sampling method. In the research carried out with qualitative research, first of all Turkish reading objectives and then reading activities of Turkish were classified under the categories of text structure criteria using document analysis and frequency numbers were obtained at the end of descriptive analysis. As a result of the research, it is seen that some text structure criteria are not addressed at some of the objectives and some of them are addressed partly. And also; It was seen that there are no reading activities that meet some reading objectives and there are no reading objectives representing the text structure criterion although there are activities on them. Besides, there are no activities or objectives for some text structure criteria. For some text structure criteria, there are activities and also objectives; however, these activities remain abstract for the student in order to gain the skill expressed in the objective , and there are instructions as if they were repetations of the objectives.


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