Pragmatic Classification Of The Texts In Turkish Course Books

Globally, one of the most discussed problems in education is theissue of teaching in mother tongue and in a foreign language.Accordingly, various methods and techniques have been tried. In anycase, using a text is indispensable. Especially listening, reading,speaking, writing and grammar drills are conducted in the classroomenvironment. Therefore, text preference is an important element inlanguage teaching. These texts are determined according to certaincriteria. The texts determined upon criteria are used to improve thelanguage skills of students. Certain linguistic criteria have to bedetermined for text choice in language teaching. In this context,functional display in the texts chosen is crucial for students to graspthe potential of language. The aim of this research is to assess the textsin 8th Grade Turkish Course Books in a pragmatic perspective. Surveymethod was used in the research. The statements in the texts wereclassified according to “speech acts theory” of Searle. In the research,the texts in the common theme, “Social Life”, were analyzed. The textsassessed in three course books were limited with a theme and prosetypes. The criteria were grouped under the following headings:commissives, declarations, directives, expressives and assertives It wasdetermined that most of the expressions in all the course books weredescriptive and expressive while the others were insufficient. Usingvarious expressions in texts contributes to perceptive and expressiveskills of students. It was suggested in the research that expressiontypes diverse in pragmatic aspect should be used in the texts forstudents.

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