Abstract:

Gathering data from a single field to write a textbook is not enough. Multiple fields such as linguistics, textlinguistics and semiotics need to be adopted in the process of writing a textbook. Employing semiotics, this study aims to show the harmony of written texts and visual of texts in textbooks and provide a guideline for future textbooks. This study was formed using qualitative research and survey model. For the research, written texts and visual of 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. The field of the study was formed by choosing one example from each of 19 different text types that were employed by the texts constituting the population. Therefore, the field of the study consisted of 19 texts that were chosen as examples of different text types in 5th, 6th, 7th and 8th grade Turkish textbooks and the visuals employed in these texts. The data was collected by document analysis and the collected data was analyzed by semiotic analysis method. The result of the research claims that visuals of texts are important for comprehension of written texts. Therefore, written texts and visual of texts need to be prepared appropriately for cognitively and physically developing students.

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