@article{2016,title={VIEWS OF TURKISH TEACHERS ON TEXTS IN TURKISH COURSE BOOKS},abstractNode={In teaching a language, texts provide everything, including the culture of that language. The information given in the texts is both permanent and functional. Texts as the main material of Turkish lessons help students in a variety of aspects such as acquiring language skills, learning grammar, building values. Therefore, in selection process of texts in course books, it is significant to take into consideration some factors like their types, contents, lengths, and their state to meet learning outcomes and to gain students’ interest. At this point, it is very important to know what Turkish teachers, who are executives of the course, think about the texts in the course books. Hence, this study aims to examine the views of Turkish teachers on texts in the course books, the problems they have, and the solutions they bring to these problems through a qualitative research method. The data was collected through interviews. Content analysis was used in order to analyze the data, and findings were supported by the examples of the teachers’ views. The participants of the study were ten Turkish teachers who graduated in 2010 and subsequent years. The teachers pointed out that the texts are significant for learners, language teaching, and relations to other courses. They emphasized that the texts should be interesting and appropriate for students’ proficiency level with regard to their grammar and content. They stated that the texts in the course books are partially suitable in terms of their lengths. Further, Turkish course books should especially include poetry-type texts. The teachers also stated that if they were the writers of the texts in Turkish course books, they would take into consideration unfamiliar word rate, spelling and punctuation, learner proficiency, and inclusion of different types of texts, etc.},author={Hatice COŞKUN},year={2016},journal={International Journal of Language Academy}}