Abstract:

The texts used in the teaching of Turkish as a foreign language are created according to the definitions of the target language skills desired to be achieved at the end of the process because they are a language teaching instrument. Through the texts, the words, word types and word groups of the target language are used within specific contexts and all the characteristics of that language are clearly addressed and the literary subtilities of the relevant language, the vocabulary and the language-cultural relations are also revealed. The application of the gradual currency system in the teaching of Turkish as a foreign language and the need for the common framework text of the European language teaching (ADÖOÇM) to employ the ability to different qualifications in each level and four basic language skills, the texts also have different characteristics. A wide variety of definitions and classifications of texts are made as a teaching tool. Specifically in the teaching of Turkish as the main language, the texts are classified in many ways, while in the teaching of Turkish as a foreign language there is no such classification. The purpose of this study is to make a general classification of the listening texts used in the teaching of Turkish as a foreign language according to the form, function, type and variety of textuality standards; the two language teaching sets used in the field, the Seven Climate Turkish Teaching Sets (YITÖS) and the Istanbul Turkish Teaching Sets (YITÖS) are to study the listening texts in the relevant titles in terms of number and proportion.