Özet:

The Common European Framework adopts the idea that language use comprises the actions performed by people as social agents and action-oriented approach in language teaching. People carry out tasks to fulfil communicative aims in real context activating proper strategies in specific domains (personal, public, occupational, educational), in different themes producing/comprehending different text types. The aim of this study is to contribute to organize writing activities in terms of form and content inspecting to what extend action-oriented approach has been adopted in developing writing skills in teaching Turkish as a foreign language. In this context, the writing activities in the set of İstanbul Turkish for Foreigners taken as sample since used widely has been classified under the categories of communicative language competences (linquistic, sociolinquisticş pragmatic), task, strategy, domains, themes and text types as compenents of action-oriented approach applying documentary analysis.At the end of the research, it has been seen that many writing activites in İstanbul could not be regarded as tasks mainly because of lack of input,that activities do not aim to develop sociolinquistic competence but require it and that text types are not parallel with the illustrative scales provided for levels in CEF

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