Özet:

Nowadays, various textbooks (Yeni Hitit, Gazi, İstanbul, Yedi İklim, İzmir, Orhun, Güneş, Gökkuşağı, Ebru, Lale, Açılım etc.) are being used with the aim of teaching Turkish to foreigners. In these textbooks, text based teaching is taken as a basis. For this reason, texts’ appropriateness to the level is of great importance. In this study, the reading texts of one of the teaching sets written with the objective of teaching Turkish to foreigners, prepared by Gazi University TOMER, and composed of Elementary (A1, A2), Intermediate (B1, B2), and Advanced Level (C1) are examined in terms of word-sentence lengths and readability levels. When data was being collected, initially the number of sentences, words and syllables forming the texts are detected. After that, the average number of syllables composing a word, and the average number of words composing a sentence is determined. In determining the readability levels of texts, Çetinkaya and Uzun’s (2010) formula that takes word-sentence lengths as a basis is used. The results obtained in the study are as follows: In terms of word length, there is a regular rise in word-length from A1 level to B2 level; as the level increased, longer words are used in the texts. However, it is determined that the average word length in C1 level is slightly shorter than B2 level. In terms of sentence length, there is a regular rise from A1 level to C1 level. Yet, although there are differences between the levels, statistically there is no meaningful difference between the levels of A2 and B1, and B2 and C1 in terms of sentence length. In terms of readability levels, it can be said that the texts get more difficult from A1 to B2 levels. Even though there are differences between the levels, statistically there is no meaningful difference in the readability scores of A1 and A2, and A2 and B1 levels. Besides, the average readability score of C1 level texts is lower than B2 level.

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