ORTAOKUL TÜRKÇE DERS KİTAPLARINDAKİ METİN SONU SORULARININ ÇIKARIM TÜRLERİNE GÖRE İNCELENMESİ
ANALYSIS OF READING COMPREHENSION QUESTIONS IN SECONDARY SCHOOL TURKISH TEXTBOOKS IN TERMS OF INFERENCE CATEGORIES

Summary/Abstract: The aim of this study is to examine the distribution of reading comprehension questions in secondary school Turkish textbooks by inference types. In the research, 94 texts and 492 questions related to these texts were handled. The reading comprehension questions were evaluated according to the lexical, propositional and pragmatic inference categories suggested by Chikalanga (1992). According to the results of the research, in addition to the questions that require making inference in Turkish textbooks, there are also questions called verbatim questions that can be answered without making an inference. 51% of the questions require making pragmatic inference and 17% require making propositional inference. There are no lexical inference questions in the Turkish textbooks. 32% of the questions are verbatim questions. These results show that the end of text questions in the books are not properly distributed among the inference types. In addition, it can be said that the high rate of verbatim questions will limit the contribution of reading comprehension questions to deep understanding.

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