A RESEARCH ON ASPECT OF POEMS IN TURKISH COURSE BOOKS IN TERMS OF POETICS TüRK E DERS K TAPLARINDA YER ALAN RLER N RB L M A ISINDAN G RüNüMü üSTüNE B R NCELEME

The aim of this research is to determine which components form poetic texts with regard to Jakobson’s poetic function of language model and the relevance of poems in Turkish course books to poetic genre in this aspect. The difference of poetic language described by Jakobson with the poetic function term is seen both in content and expression plane. Poetic function focuses on the settlement form of message, not its content. The content in the message is compressed. Some parallelisms and juxtapositions are constructed to constitute a new signification system. In the research, the poems in Turkish course books are evaluated in terms of the features stated by content analysis. It is figured out that the poems include features of poetic language inadequately. It is also found that most of the poems were chosen according to the theme and the topic. Activities in workbooks and teacher manuals are also far away from prior dimensions of poetry. For this reason, poems in Turkish course books are poor texts to get students to comprehend the features of poetic genre and provide perfect instances related to artistic use of language – in other words, teach a new domain of language use. It is also identified that these poems are not compatible with the goals, basic skills, meta skills, and acquisitions of teaching Turkish. It is suggested that Turkish course books should have texts having high poetic features and activities should be prepared according to features of poetic language Bu al man n amac iir bilimin temel ilkeleri ve Jakobson’un dilin iirsel i levi modeline dayanarak iir metinlerinin hangi elerden olu tu unu saptamak ve buna ba l olarak Türk e ders kitaplar nda yer alan iirlerin iir türüne uygunlu unu belirlemektir. Jakobson’un iirsel i lev terimiyle betimledi i iir dilinin farkl l hem anlat m hem i erik düzleminde kendini g sterir. iirsel i levin nceli i iletinin g nderdi i i eri e de il, onun yap lanma bi imine odaklanmas d r. Bunu yapmak i in iletide yer alan i erik bast r l r. iirde kimi ko utluklar, kimi yan yana getirmeler yeni bir anlamlama dizgesi olu turmak i in yap lan r. al mada ikinci kademe Türk e ders kitaplar nda yer alan iirler, belirtilen zellikler a s ndan i erik analizi ile de erlendirilmi tir. Buna g re s z konusu iirlerin iirsel dilin zelliklerini yetersiz derecede i erdi i g rülmü tür. iirlerin bir o unun tema ve konu kayg s yla se ildi i anla lm t r. renci al ma kitab nda ve retmen k lavuz kitab nda bulunan etkinlikler de iirin ncelikli boyutlar n n uza ndaki etkinliklerdir. Bu nedenle Türk e de