Özet:

Abstract: In this study, the activities prepared for the parsing of the short stories titled “Nerede İnsan Varsa Orada Umut Vardır, Kedi Ağaca Çıktı and Hazır Olun Fırtına Geliyor” reviewed within the context of emotions, in the Turkish textbooks of the eighth grade of primary education, were studied within the framework of the standards of the textlinguistics. The activities of the title of ‘The Understanding and Analysis of the Text’ were parsed and commented by the method of descriptive analysis but it was observed that the activities in question remained at the level of microstructure. The activities called as the word exercises are evaluated as the activities in which the functions and the contextual meanings of the words, in the fiction of the story, are not examined and which are not incompatible with the coherence and cohesion of the text and which aim only to teach the lexical meaning of the words. In the analyzed texts, it was not paid attention to the reiterations and proforms which knit the story as a whole and lead to the semantic macrostructure. In the Turkish teaching program (6-8th grades), the acquisitions of the title of ‘The Understanding and Analysis of the Text Read’ have generally a textlinguistic feature however the activities prepared to reach these acquisitions are inadequate to gain the students the competence of communication requiring the internalizing of the notion ‘text’, understanding and producing of the text by the students. In this respect, it is recommended to re-prepare the activities in the student workbooks to reveal the macrostructure of the text.

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