Abstract:

Teaching programs are important for the ability to conduct educational teaching processes in a healthy and effective way. The programs to be applied in the teaching of a language as a foreign language show many differences according to the mother tongue teaching programs. Today, the teaching of Turkish as a foreign language is mainly established within universities and is carried out by Turkish Teaching Centers (TÖMER) which are increasing their numbers every day. These centers do the language teaching process either through the books they have prepared or provided from other centers. The books used in the teaching of Turkish as a foreign language must be prepared within a specific program. But unfortunately, only a few of the existing TOMERS are known to have developed their own programs using ADIOBM. The achievements in the teaching programs should ensure that language learners show certain skills from the bottom to the upper stage. One of the important resources that can be used to rank and classify their achievements from simple levels to exceeding cognitive levels is Bloom Taksonomy. The "memory, understanding, application, analysis, evaluation, creation" stages of this taxonomy, which were renewed by Anderson and Krathwohl, are important in terms of expressing the achievements according to certain cognitive processes and the more functional implementation of the program. This study aims to study the reading achievements in Turkish teaching programs as a foreign language according to the renewed Bloom Taksonomy. For this purpose, the reading achievements included in the Turkish teaching programmes of Ankara University TÖMER and Gazi University TÖMER have been studied, taking into account the cognitive processes of taxonomy, and a number of results related to the reading achievements from the data obtained have been achieved.

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