For student to learn their mother tongue correctly and in compliance with the objectives, it is of great importance to prepare Turkish Language textbooks in line with the book evaluation criteria. Thus, the purpose of the current study is to evaluate and compare different Turkish Language textbooks according to book evaluation criteria. The sampling of the study consists of secondary school 5th grade Turkish Language textbooks published by MEB and those published by FCM. The textbooks selected for the study were examined through descriptive method and then compared by means of document analysis. The books were compared in terms of the features of their physical structures, their sections, visual materials, compliance with the program, content, language and expression. The comparison of the textbooks published by the Ministry of National Education and a private publishing company revealed that in terms of physical structural features of the books, the sizes of the books, their weights, the material of the cover, texture of the paper used, print, binder and the quality of the paper are in compliance with the criteria. In terms of the visual materials used, suitability of the visual materials for the objectives and subject content, their organization according to developmental and cognitive characteristics of students and suitability of the explanations given under the visual materials were examined and some deficiencies were detected. In terms of the suitability for the program, the textbooks were examined to see whether they are organized from concrete to abstract, from simple to complex and from known to unknown and some shortcomings were detected. Answers to the questions “Do the textbooks consider the developmental characteristics of students? and Is the content related to the subject area?” were sought. In terms of the content, it was investigated whether there is a cause and effect relationship, the information given is suitable for the subject area, the information used is up-to-date, the concepts are used correctly, erroneous generalizations are avoided, unnecessary information and details are given. Some deficiencies were detected in terms of language and expression. The deficiencies detected were discussed and interpreted in the findings section. Then, some suggestions were made.
Turkish Language teaching, Turkish Language textbook, evaluation criteria, content, comparison.