Ders kitapları hazırlanırken tek bir alanın verileri yeterli olmamaktadır. Ders kitaplarının hazırlanması sürecinde dilbilim, metindilbilim, göstergebilim gibi alanların verilerinden yararlanılması gerekmektedir. Göstergebilimsel yöntemin kullanıldığı bu çalışmada ders kitaplarındaki yazılı metinler ile metinlerdeki görsellerin uyumunun yansıtılması ve böylece bundan sonra hazırlanacak ders kitapları için yol gösterici olmak amaçlanmıştır. Nitel araştırma yöntemi ile oluşturulan çalışma tarama modeli ile gerçekleştirilmiştir. Çalışmada, Millî Eğitim Bakanlığı ile Talim ve Terbiye Kurulu tarafından okutulmak üzere önerilen ve 2012 yılındaki baskıları esas alınan 5, 6, 7 ve 8. sınıf Türkçe ders kitaplarındaki yazılı metinler ve metinlerin görselleri incelenmiştir. Çalışma evreni, serbest okuma ve dinleme metinleri dışındaki 5. sınıf Türkçe ders kitabından 24; 6, 7 ve 8. sınıf Türkçe ders kitaplarından 18'er olmak üzere toplam 78 metinden oluşmaktadır. Çalışma alanı ise, evrendeki metinleri oluşturan 19 farklı metin türünden birer örnek seçilerek oluşturulmuştur. Buna göre çalışma alanını; 5, 6, 7 ve 8. sınıf Türkçe ders kitaplarında yer alan farklı metin türlerinden birer örnek olarak seçilen 19 metin ve bu metinlerde yer alan görseller oluşturmaktadır. Çalışma verileri, doküman incelemesi yöntemi ile toplanmış, elde edilen verilerin analizi göstergebilimsel inceleme yöntemi ile yapılmıştır. Çalışma sonucunda, metnin görsellerinin yazılı metni anlamada önemli olduğu fark edilmiştir. Buna göre yazılı metnin ve metnin görsellerinin zihinsel ve fiziksel açıdan gelişen öğrencilere uygun olarak tasarlanması gereği söylenebilir

Books are written sources that meet with the learning needs of people through information and cultural transmission from the past to the present. They have special importance in educational environments. Books are one of the tools that students, who study at school, can communicate directly and textbooks are used in this environment. Because course books, which are prepared in accordance with the objectives, methods and techniques of the relevant curriculum, can only be accepted by teachers if they can fulfill the function of many materials. Textbooks are used in the teaching of native language through written and visual texts. Written and visual texts play a significant role in the development of students’ linguistic, cognitive and social skills. In Turkish language teaching, visual materials are used in textbooks together with written texts and thus those written texts are aimed to be comprehended. The use of written texts together with visual materials saves texts from the monotony and keeps students’ interest in reading alive. In addition, visual materials also help students in the process of text comprehension. The importance visual materials will increase even more when considering the fact that the learning takes place largely with the sense of vision. The integration of visual materials with written texts is important in this process. While written texts and their visuals constitute example for some behaviors in textbooks, the integration of written texts and visual materials also have significant functions in achieving the objectives of Turkish language classes, increasing the preparation level of students and developing their personality. Therefore, it is quite important to prepare textbooks, and written texts and visual materials in these books carefully. In this process, it is necessary to make use of data from linguistics and textlinguistics. One of the disciplines that Turkish language teaching needs to take advantage of is semiotics. In this context, using semiotic data in textbooks, creating written texts and visual materials according to these data, integrating visual materials with written texts and supporting those written texts will provide valuable guidance in achieving the objectives of Turkish language teaching. By keeping these aims in mind, selected texts from secondary school Turkish language textbooks were analyzed in this study from the perspective of semiotics in order to make use of method and data from semiotics in teaching the native language and examining the integration of written texts and visual materials Study, which was generated by the qualitative research method, was conducted by screening model. Texts and visuals in these texts from Turkish language textbooks of 5th, 6th, 7th and 8th grades, which were recommended by the Ministry of Education and the Education Board and whose editions in 2012 were selected as the base, were analyzed in this study. Free-reading and listening texts were not included in the scope of the analyzed texts. According to this, the population of study consisted of a total of 78 texts including 24 texts taken from 5th grade Turkish language textbooks, and 18 texts each taken from 6th, 7th and 8th grade Turkish language textbooks. 19 different texts were encountered when analyzing what the type of texts these texts that were included in the population of the study were. Since it would be possible to realize behaviors and gains that were desired to be conferred to students through each type of text, different types of texts in population were considered in the selection of study area. Thus, 4 texts from the 5th grade level, and 5 texts each from 6th, 7th and 8th grade levels were randomly selected. According to this, 19 texts and visuals in these texts, which were chosen as a sample from different types of texts in 5th, 6th, 7th and 8th grade Turkish language textbooks, constituted the area of the study. The research data was collected by the document analysis (documentary screening) method. The data obtained from the area of study were analyzed by semiotic analysis method that was based on qualitative content analysis. Thus, visuals that were found in written texts selected for sampling were analyzed and the integration of written texts and visuals in them were revealed. It was seen when considering the integration of visuals in texts and written texts found in the analyzed texts that four texts selected from 5th grade Turkish language textbooks were created from the lined visuals but these visuals did not fully reflect the written text; visuals had problems in reflecting the reality even if they reflected events narrated in the written text, there were defects in the illustration of the visuals and the reality and fiction balance was not fully coordinated. In addition, the arrangement of visuals in 5th grade Turkish language textbooks as the background for the written text caused visuals to be more in the foreground. It can be stated when the visuals from the selected texts in 6th, 7th and 8th grade Turkish language textbooks that photographs were given more places than linear drawings and thus, the integration of visuals and written text was usually achieved. However, these photographs are usually photos that describe persons or entities mentioned in the written text. They do not reflect those related in the narration such as the embodiment, realization or completion of events, but rather reflect the persons and entities that students already know. The use of photos in this way seems to be harmonious with the written text and photos embellished the written text but this does not serve a purpose like the better understanding of the narration. However, the need for including more qualified visuals instead of photos that describ persons and entities can be understood when considering that fact that more qualified visuals would be able to offer new ideas and imagination to students, they would be able to attract students to the text and they would be able to help students to understand the text. In addition to these, it was noticed by analyzing Turkish language textbooks at secondary school level from semiotic perspective that visual materials in the textbooks were only used with the aim of supporting the written text. Apart from these, no visuals were used as a reading comprehension text for developing the basic, linguistic, social and mental skills of the students. At present, students should be informed about the methods of text approaches and analysis for allowing them to develop their linguistic, social and mental skills and written texts and visuals in texts should be designed in accordance with the needs of the students who grow mentally and physically