Özet:

Basic language skills and language learning are of great importance both in terms of Turkish language teaching, curricula and textbooks. Considering that second step after listening skill is reading skill related with understanding, which is one of the basic language skills together with narration skill, intertextuality and intertextual importance of which are especially being emphasized in basic language skill teaching processes, reading takes place together with reading skill in the center of this study. In this study, the aim is to handle 24 reading texts in the textbooks of the 2017 Secondary Turkish Turkish 5 Lesson Book under the scope of five sub-dimensions of Gérard Genette's Textual Transcendence Relations Theorem, which provides a systematic theory on the texts, namely intertextuality, hypertextuality, paratextuality, architextuality and metatextuality. On the reading texts handled in the study document examination was used by taking the basic data of Transtextual Relations Theory, limits of which is clearly defined, as a basis and the study was shaped by descriptive analysis processes. The study includes 2017 Turkish Lesson Curriculum (primary and secondary schools 1, 2, 3, 4, 5, 6, 7 and 8th grades) and 24 reading texts in 2017 Secondary Turkish 5 Lesson Book prepared according to this program and is limited by five sub-dimensions of Gérard Genette's Textual Transcendence Relations Theory. Activities that can be assessed under the scope of intersemiotic are excluded from the boundaries of the work; the findings made in this issue were limited by mentioning the names only. The first important result reached according to the analysis process which was carried out as a whole in this study, in which the Textual Conflict Related Theory and its sub-dimensions were taken into account in the Secondary School Turkish Lesson Curriculum prepared in accordance with the Turkish Language Teaching Program of 2017, was that the activities arranged in line with all of the sub dimensions of the theory, excluding architextuality, were determined. Another important point that needs to be mentioned is that systematic data of theorists who have worked on this subject and have put forward practical data have to be utilized in intertextuality activities to be organized for texts in textbooks. Speech and writing activities with the presence of listening / tracking texts placed in the processing steps of reading texts in the analysis process are noteworthy as they reflect a totality that leans on transitivity between the skills rather than a clear distinction between basic language skills in the textbooks.

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