Özet:

In this research, it is aimed to determine how the concept of narrator displays in secondary school Turkish textbooks. The examination objects of the research collected by the document analysis method; eighty-seven narrative texts in secondary school Turkish textbooks of MEB and private publishing houses were created. Descriptive analysis was used to analyze the data obtained on the basis of the problems and sub-problems of the research. As a result, in the analyzed narrative texts of both publishing houses; the highest objective focalazition, followed by subjective focalazition; in these texts, it has been observed that the narrator genres are the first person narrator, the second person narrator and the third person narrator, respectively. In addition, it has been determined that there is an inconsistency in including the concept of narrator in the teaching activities the secondary school Turkish textbooks. It has been observed that these activities are focused on text analysis similar to each other, however, there is no activity related to producing text. In addition to these results, it has been determined that the majority of the examined textbooks have author and narrator confusion in the in-text questions. Accordingly, the distribution of narrator types, which are an important part of text analysis and production in the textbooks, can be arranged according to grade level, and consistency and productivity can be increased in teaching activities related to this concept. In addition, in order to avoid misconceptions about this concept in textbooks, a distinction can be made between author and narrator.

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