Abstract:

Language training covers skills of listening, speaking, reading and writing. The purpose of this training is to systematize applications of those skills in different areas of life, and to train students in this respect. Although literature is an art that is produced by means of language, the dynamics of language and literature training are different.  While the language instructor deals with the language through various language applications in more practical terms, the starting point of the literature instructor has to be an aesthetic text.  An aesthetic text brings about a different world from the real one which it has borrowed its language, and this world has its own terminology.  Like literature, literature education uses reading as a threshold. In brief, one should claim that literature education is hierarchical, and prioritize reading skills.  This study aims to investigate the role of the teacher in literature education with specific reference to reading skills. It further aims to analyze the curriculum of Turkish literature for Turkish high schools in this regard. This qualitative study is based on document analysis. The documents to be analyzed are course books and the curriculum of Turkish literature for high school students.  Suggestions will be put forth to make literature education more effective.

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