TEXTBOOKS IN MOTHER TONGUE EDUCATION IN TURKEY AND UZBEKISTAN; A COMPARATIVE STUDY ON TEXT STRUCTURES

Abstract

The aim of this research is to comparatively examine the textbooks used in mother tongue education courses in state primary schools in Turkey and Uzbekistan. In this direction, the books were evaluated with the document analysis technique, which is one of the qualitative research methods. During the study, the Turkish Textbook for 4th Grade used in primary schools in Turkey and the 4th Grade Uzbek Language Textbook (O'zbek Tili 4- Sinfi Uchun Darslik) used in primary schools in Uzbekistan were determined as research material. The Primary School 4th Grade Turkish Textbook book, which was determined as the research material, was obtained from the Education Information Network of the Ministry of National Education of the Republic of Turkey; the Uzbek Language 4th Grade Textbook was accessed from the e-library of the Republic of Uzbekistan Ministry of Public Education, Republic Children's Library (Oʻzbekiston Respublikasi Xalq Taʼlimi Vazirligi Respublika Bolalar Kutubxonasi). During the research process, the texts in the textbooks were classified in terms of their structures. In this direction, narrative, informative and poetic texts in the textbooks are classified with frequency values in terms of their structures and types. In the process of examining the textbooks, each text was examined and classified separately by four researchers. As a result of the evaluation, it has been seen that there are more texts in the textbook used in Turkey compared to the textbook used in Uzbekistan in terms of the number of texts. On the other hand, while it is seen that the texts are equally distributed in terms of structure in the 4th grade Turkish textbook used in Turkey, it has been noted that informative and poetic text structures are more common than narrative text structures in the 4th grade textbook used in Uzbekistan. In addition, when the text structures in the textbooks of the two countries are examined according to genres, it is seen that while the Turkish textbook used in Turkey includes a wide variety of texts in the narrative text structure, the variety of the narrative text structure is less in the textbook used in Uzbekistan.