Özet:

The main purpose of Turkish lessons is to improve students' listening/watching, reading, speaking and writing skills. The most frequently used material in the development of students' basic language skills are Turkish textbooks and the texts in these books. One of the important criteria in determining the texts to be selected for Turkish textbooks is the text types. In the Turkish Course Curriculum, the types of texts that should be included in Turkish textbooks and how their distribution should be are specified. From this point of view, the aim of this research is to reveal the situation of secondary school Turkish textbooks in terms of text types. The research is a qualitative case study. The study object of the research consists of eight secondary school Turkish textbooks taught throughout Turkey in the 2021-2022 academic year. Since the text types in Turkish textbooks and their frequency in textbooks are examined, document analysis was used in the research. A total of 256 texts were analyzed in eight textbooks, 32 texts in each textbook. The types of texts have been determined and these are presented in tables in the findings by giving frequency. As a result of the research, it was found that the text formats were not evenly distributed in the textbooks; It has been concluded that informative texts have more place in the books than narrative texts, and poems are given very little place. In addition, text types are not evenly distributed in textbooks; blogs, petitions, e-mails, quotes, social media messages and cartoons are not included as the main text in any of the books; diary, news text/advertisement, guides, humorous anecdotes, novels and songs/folk songs are rarely included. It has been concluded that although some Turkish textbooks are not included in the Turkish Language Curriculum (2019), they include genres such as movies, cartoons and documentaries as the main text. In the research, some suggestions were made based on the results obtained.

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