İnsanın duygu ve düşüncelerini tam olarak ifade etmesi zengin bir söz varlığına sahip olmasıyla mümkündür. Bu açıdan çocukların / öğrencilerin küçük yaştan itibaren ana dilimizin zenginliklerini, anlatım gücünü yansıtan söz varlığı öğelerini içeren yayınlarla buluşturulması gerekmektedir. Eğitim öğretim hayatında da ders kitaplarına seçilecek metinlerin anadilimizin söz varlığını yansıtması önem taşımaktadır. Bu araştırmanın amacı, ilköğretim 5, 6, 7 ve 8. sınıf Türkçe ders kitaplarını deyim varlığı, sıklığı ve öğretimi yönüyle incelemektir.  Araştırma, nitel veri toplama yöntemlerinden doküman analizine dayalı olarak gerçekleştirilmiştir. Araştırmanın evrenini Millî Eğitim Bakanlığı Talim ve Terbiye Kurulu tarafından 2017–2018 yılında ilköğretim okulları 5, 6, 7 ve 8. sınıfları için ders kitabı olarak kabul edilen kitaplar, örneklemini ise Ankara ilinde okutulmakta olan ve “MEB ve EZDE” yayınevlerince hazırlanan Türkçe ders kitaplarında bulunan metinler oluşturmaktadır. Araştırmanın evreni yazılı belgelerle sınırlandırılmıştır. Okuma metinleri çalışmanın kapsamına alınırken dinleme ve serbest okuma metinleri kapsam dışı bırakılmıştır.  Ders kitaplarında bulunan metinler deyim varlığı açısından incelenmiş; deyimlerin, metin türleri ve temalara göre sıklıkları belirlenmiştir. Bu çalışmada toplanan veriler, çalışmanın amacı doğrultusunda frekans hesaplamaları kullanılarak sınıflandırılmıştır. Ayrıca deyim öğretiminde kullanılan yöntem ve teknikler de ele alınıp incelenmiştir. Kitaplardan elde edilen bulgular tablolar ve şekillerle sunulmuş ve bulgular yorumlanmıştır. Araştırmadan elde edilen bulgulardan hareketle Türkçe ders kitabı metinlerinin deyim varlığı açısından zengin olduğu söylenemez. Aynı şekilde deyim öğretiminde de fazla bir yöntem ve tekniğin kullanılmadığını görmekteyiz. Çalışmanın sonunda deyim öğretimi ile ilgili örnek etkinliklere yer verilmiştir. Ders kitaplarına metin seçiminde çocuğa görelik ilkesinden hareketle söz varlığı açısından zengin metinlerin seçilmesi önemli görülmektedir. Deyim öğretiminde bağlam temelli etkinliklerin oluşturulması, aktif öğrenme, iş birlikli yöntem ve tekniklerinden yararlanılması, yaratıcı drama uygulamalarına yer verilmesi öğrenmeyi daha kalıcı ve zevkli hâle getirecektir.

The ability of a person to establish sound relationships with other people and to establish successful communication depends on the ability to use the language effectively. The way to use the language effectively is to have a rich vocabulary. Idioms are one of the important vocabulary elements used in both oral and written expression in daily life. Idioms are very important in terms of reflecting the culture, history and common language taste of a society. Turkish is a very rich language in terms of idioms. The multitude of idioms gives Turkish a distinct beauty and expression power. Idioms are so embedded in both our writing and speaking that we cannot express our feelings and thoughts in an effective and short way without them.The idioms which show the expression power of Turkish and which are thought to be the cross-section of the culture of the society should be transferred to the students with appropriate methods and techniques in the teaching of the mother tongue. One aim of teaching Turkish is to enable the students to learn the words in our language with their meanings, correct spelling and pronunciation, and to enrich their vocabulary. In this study in which Turkish course and student workbooks are examined in terms of idiom existence and teaching, the findings will be discussed and discussed in the light of the literature.It is possible for a person to express his/her feelings and thoughts in full by having a rich vocabulary. From this point of view, it is necessary for the children/students to meet publications containing and reflecting the vocabulary items, the wealth and the expression power of our mother tongue as of their youth. It is important that the texts to be selected for textbooks reflect the vocabulary of our mother tongue in education and training. The aim of this study is to examine primary school 5th, 6th, 7th and 8th Grade Turkish textbooks in terms of presence, frequency and teaching of idioms. The study was based on Document Analysis of the Qualitative Data Collection Methods. The universe of the study consisted of the books accepted as the coursebooks for the 5th, 6th, 7th and 8th grades of the primary schools in 2017-2018 by the Ministry of Education, Board of Education; and the sampling of the study consisted of the Turkish textbooks used in teaching in Ankara and prepared and published by the MEB and EZDE publishing houses. The universe of the study was limited to written documents. While reading texts were included in the scope of the study, the listening and free reading texts were excluded. The texts in the textbooks were examined in terms of the presence of idioms; and the frequencies of the idioms were determined according to the text types and themes. The data collected in this study were classified using frequency calculations in terms of the aims of the study. In addition, the methods and techniques used in the teaching of idioms were examined. The findings from the books were presented in tables and figures; and the findings were interpreted. Based on the findings obtained in the study, it may not be said that the texts of the Turkish textbooks are rich in terms of the existence of idioms. Similarly, we saw that there was not much use of methods and techniques in the teaching of idioms. At the end of the study, sample activities related to teaching idioms were included. It is considered important to select rich texts in terms of vocabulary based on the principle of “child relativeness” in the selection of textbooks. The creation of context-based activities in the teaching of idioms, active learning, making use of collaborative methods and techniques, and the inclusion of creative drama applications will make learning more permanent and enjoyable.Following the study, the following suggestions can be presented to Turkish textbook authors and teachers. When selecting texts in Turkish textbooks, rich texts should be selected (considering the age and level of the child). In the teaching of idiom, attention should be paid to the use of active learning (brainstorming, concept network, mental mapping, mutual teaching, educational games, etc.) and cooperative methods and techniques and to increase the number. Context-based activity studies should be given importance in idiom teaching. In the teaching of words and words of unknown meaning, the student should not be directed directly to the dictionary; If the meaning cannot be made with the support of the teacher, the dictionary should be used. Students enjoy playing games. In idiom teaching, idiom teaching can be realized with animations and creative drama studies. Visual materials such as caricatures can be used in the teaching of idioms. Activities can also be prepared based on the stories of idioms. In the listening texts, the student can complete the sentences left unfinished from the student with appropriate idioms. Students' expression skills can be improved by using the expressions in their oral and written expressions.