Synonymity, which is one of the topics that semantics frequently discuss, is one of the issues that should be addressed in the context of Turkish education. Considering the opinions in the literature that pure synonymy is not possible, it is possible to say that the homonymous word activities in Turkish textbooks are prepared with an understanding that accepts only synonymy, and that they are activities that deal with words out of context. The purpose of this research is to examine the activities for teaching synonyms in Turkish textbooks in terms of context-based vocabulary teaching. Qualitative research method was preferred in this study, which aims to examine the activities for teaching synonyms in Turkish textbooks in terms of context-based vocabulary teaching. Synonymous elements in the activities in the Turkish Textbook were determined, taking into account the frequency of use of the determined synonyms in the activities, the synonymous elements with a frequency of two or more were analyzed and the situation of the synonyms in terms of context-based vocabulary teaching was tried to be determined. As a result, many of the words accepted as synonyms in Turkish textbooks are the equivalents of Turkish words in foreign languages. In this context, it can be said that the words are not synonymous. At the same time, it is explained with examples that the words accepted as synonyms cannot be used interchangeably in all contexts.

Synonym, vocabulary teaching, Turkish education, Turkish textbooks