Native language instruction covers an important process that starts with the primary education process and affects the success of all courses. In this process, it is aimed to raise individuals who have developed comprehension and expression skills, who are thinking, sensitive and have acquired a reading culture. For this purpose, it is important that the book-child interaction can be established from the early childhood. The establishment of this interaction depends on the effective use of texts in accordance with the interests, needs and language universes of Turkish language teaching. In this study, it is aimed to determine the opinions of Turkish teacher candidates about the use of children's literature products in the selection of text to Turkish textbook. This research is designed as a phenomenology research within the framework of qualitative research. Interview form was used in the research. The data obtained from the interview form which was used as a data collection tool was examined by content analysis technique. The study was conducted with a working group consisting of 4 th grade Turkish teacher candidates from Aksaray University Faculty of Education in the spring term of 2018-2019 academic year. The study group was determined by purposeful sampling method. The findings of the study were evaluated together with the findings obtained from the literature. Prospective teachers state that literary texts play an important role in the child's development process. For this reason, the choice of text should be meticulously done in Turkish teaching, and teachers should bring together the different types of text which are the best examples of their genre in accordance with the purpose of both the teaching and the course, the age and development levels, interests and tastes of the children, their needs and experiences.


Turkish teaching, instructional environments, literary texts, text selection, phenomenology study

Author : Tuncay TÜRKBEN - Fahri TEMİZYÜREK
Number of pages: 01-15
DOI: http://dx.doi.org/10.29228/ijla.40166
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International Journal of Language Academy
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