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Abstract


Humor in Turkish Teaching: Sample of Turkish Course Books
The aim of this study is to reveal the development of humor in students which is an important area of developmental psychology, and how and in what direction the textbooks used in Turkish teaching support this development area. In this study, which was designed as a qualitative study, the data were collected by document analysis method, and 5, 6, 7 and 8th grade Turkish textbooks of the Ministry of National Education were analyzed and compared in terms of their humor elements. Data were analysed by content analysis methods. As a result, texts containing humor elements in Turkish textbooks (5-8) are not concentrated in all units but rather in themes such as ‘Children's World’, ‘National Culture’, ‘Individual and Society’. The distribution of quantity in terms of including humorous structures is different in textbooks at all levels. Even though written and visual humor elements were used in the books, written humor elements predominate. Most of the visual humor elements were presented as cartoons and pictures. Written elements of humor were manifested by such elements as proverbs, idioms, allusive expressions, contrasts, exaggerations. Humor elements were found in traditional Turkish theater in Karagöz, and in other genres, they were found in structures such as jokes and stories.

Keywords
Teaching Turkish, humor, textbooks



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