Ordu Üniversitesi Sosyal Bilimler Enstitüsü Sosyal Bilimler Araştırmaları Dergisi

Öz

With the paradigm shift experienced since the 1950s, it has been foreseen that texts can be approached from different angles. Textlinguistics, which is a product of post-sentence language studies, is also a product of this understanding. Textlinguistics proposes seven criteria, called textuality criteria, for a text to be accepted as a text. These are cohesion, coherence, purposefulness, contingency, acceptability, informationalism, and intertextuality. 'Cohesion', which is one of the most used criteria in text analysis, is related to the small-scale structure of the text, and 'coherence' is related to its large-scale structure. The aim of this study is to reveal the general view of the activities designed for the processing of texts in the 7th grade Turkish textbook in terms of textlinguistic analysis and to present equivalent activities based on textlinguistic analysis. The study was carried out with document analysis, one of the qualitative research designs. The theme of ‘Virtues’ in the 7th grade Turkish textbook was used as the data source of the study. This theme consists of four texts and thirty-two activities structured on these texts. Three of the texts are narrative texts and one is poetry. The findings were presented in the form of tables, and then it was emphasized how the activities discussed could be developed based on the textlinguistic analysis steps. As a result of the study, it has been revealed to what extent the textlinguistic analysis steps are used in the Turkish textbook, and how the activities can be developed over the theme of ‘Virtues’. In this context, it was determined that sixteen of the activities in the examined theme were directly in line with the steps of textlinguistic analysis; It was emphasized that seven of these activities overlapped with the minor structure of the text, the major structure in twelve, and the superstructure of the text in three of them. When these activities are evaluated according to Bloom's taxonomy; it was seen that five of them required comprehension, four of them required application, two of them analysis, three of them required evaluation, and five of them required mental processing at the synthesis step. In the study, it was determined that all of the activities were designed for seventeen different acquisitions in the Turkish Curriculum. In addition, it was observed that four steps related to the small-scale structure and large-scale structure of the text were used, but the activity related to intertextuality was not included. Due to the negativities that this will cause in developing basic language skills, equivalent activity suggestions have been made that also take these steps into account.