A1 Düzeyindeki Yabancı Dil Olarak Türkçe Öğretimi Ders Kitaplarında Yer Alan Konuşma Etkinliklerinin Avrupa Dil Gelişim Dosyası Yeterlilikleri Bağlamında Değerlendirilmesi

Abstract

It is certain that important steps have been taken in teaching Turkish as a foreign language with modern techniques and methods. However, problems in terms of teaching materials continue, and textbooks remain the most important material in this field. Many publications are used in teaching Turkish as a foreign language in Turkey. However, the rates of language use, intermediary language use, measurement and evaluation criteria, number of activities and teaching strategies of these publications differ. Various qualification definitions have been introduced by the Common Europan Framework of References for Languages (CEFR) and the European Language Portfolio (ELP), which is accepted by our country for the speaking skill activities in Turkish teaching textbooks, which is the most effective course teaching material for teaching Turkish as a foreign language. Accordingly, it was aimed to determine the distribution of speaking skill activities in the ELP proficiency definitions in the sets used in teaching Turkish as a foreign language at the elemantary level A1. The case study is carried out in the research, which is one of the qualitative research patterns, document analysis is used as one of the techniques of data obtaining and content analysis is used in the analysis of the data. Within the scope of the research, four sets commonly used in teaching Turkish as a foreign language were examined. According to the results of the research, it was determined that the speaking activities in the textbooks are in favor of mutual speech in terms of percentage. In addition, when the qualifications were examined, it was seen that the levels of placing the qualifications of the books were very different from each other, some qualification definitions were not given at all and there was no compatibility between the books.