Özet:

The comprehensive purpose of mother tongue instruction is to develop four basic linguistic skills (reading, listening, speaking, and writing) within a planned curriculum. The most important tools in the process of mother tongue instruction and teaching are the texts. The characteristics of texts determine the quality of the mentioned process. Literary, generated, original and special texts are included in course books in general. Among these texts, literary texts are the works in which language is used most correctly and beautifully, and which have artistic value. These texts having artistic quality reflect the socio-cultural situation of a society that they belong to, the features of the era in which they are composed, and they are also the outstanding representatives of the mother tongue. One of these texts is the story which children encounter at an early age and read willingly. Therefore, these stories are among the important materials for Turkish lesson. The stories of Ömer Seyfettin, who is one the most important representatives of story writing in Turkish literature, have been read admiringly by many people since the period that they were written. In this study, the utility of the text entitled Falaka, which is one of the most read stories of Ömer Seyfettin, was evaluated in terms of Turkish instruction. Considering the notion that what function the story, entitled Falaka, written by Ömer Seyfettin would undertake in terms of Turkish instruction, the document review method, which is one of the qualitative research methods, was employed in the research. The text was examined in the sense of appropriateness to the general objectives of Turkish curriculum, vocabulary, sentence structure, readability, consistency and story map. In consequence of obtained results, it is believed that the story Falaka is a text that can be employed in Turkish instruction in terms of the mentioned factors.

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