Abstract:

School books are the basic materials which are prepared in respect of the curriculum the lesson belongs to. A school book must be examined on its different aspects according to the elements that exists in the curriculum. This examine is essential in terms of enhancing and completing the deficiency of the school book. The purpose of this research is to clarify the methods and techniques that are the parts of Turkish Lecture Curriculum that are taken into Turkish school books, and what frequency that are mentioned in the book and which methods and techniques are added to the book. In this study, document analysis of qualitative research pattern is used. As the research material, Turkish lecture school book of 2019-2020 year of study for secondary schools is used. In these school books, there are 8 listening/ monitoring texts that are special for each class’ level. According to these texts and activities, the methods and techniques that are asked from the students to use have been detected. When the activities are analysed, in some of the listening/ monitoring texts, it has been seen that multiple techniques are used in them and each one of them are approached by a different frequency.  As to the research, in 5^th grade level, there are 11; in 6^th grade level there are 12; in 7^th grade level there are 14 and in 8^th grade level, there are 13 listening/ monitoring methods and techniques employed. In 5^th grade level, unattended and critical listening/ monitoring; in 6^th grade, unattended, critical and empathetic listening/ monitoring methods and techniques are not allowed. In 7^th grade level, attended and unattended listening/ monitoring are the methods that are not allowed. While in 5, 6 and 7^th grades not-allowed mutual methods are unattended listening / monitoring; in 8^th grades only not-allowed listening/ monitoring method is creative listening/ monitoring method. In all grades, the mostly used listening/ monitoring method is found notating listening/ monitoring method.

 

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