Abstract:

In daily communication, the words often used in the expression of certain acts such as greeting, celebration, welcome-happiness, thanksgiving, praise, criticism, warning, persuasion have an important place in foreign language teaching. At the basic level, even at the minimum level, the templates that allow communication with the speaker of the mother tongue, in advanced stages, help to develop fast and smooth communication while increasing the ability of the person to express in advanced stages. Therefore, the words remain in every stage of foreign language teaching. However, the intensity of the language, the contextual and functional diversity, causes different practices on what levels and how words should be addressed. In this study, the book sets have been moved into the teaching of the Turkish language as a foreign language and have been attempted to identify how the path to the teaching of the word is followed and what kind of differences are there. Our work has been discussed in four functional frameworks, including the organization of social relationships, the expression of emotions, the expression of attitudes and the organization of speech; Istanbul, İzmir and Seven Climate Foreigners in Turkish sets have been evaluated according to the European Joint Recommendations Framework for Languages.

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