Özet:

In recent years, the number of teaching materials produced for Turkish as a foreign language (TFL) has dramatically grown in order to meet the needs and demands of learners, teachers, administrators, and governmental bodies in the world today. Teaching materials are known essential both for teachers or administrators and learners since they not only provide a framework for teachers or administrators in achieving their aims and objectives of a course, serve as a guide for them to conduct lessons and also a tool to measure progress and achievement of learners concretely; but also for learners an effective resource for self-directed learning, presentational material, a source of ideas and activities, a reference source and syllabus where they reflect pre-determined learning objectives. Hence, teaching materials should be considered as key, which includes a great opportunity for TFL learners to communicate in the target language and to witness its cultural richness. However, when the current textbooks are investigated considering the Common European Framework of References (CEFR) several objectives of necessity for any textbook, they seem to lack several formal and contextual aspects such as unequal distribution of language skills both in a unit and among units covering a textbook, instructions leading learners about the activities, guidance for pre-, during, and post-activities, articulation, length of texts and linguistic patterns, even cultural input such as proverbs, and sayings. Thus, the basic functions of teaching materials- making the existence knowledge available and practical to learners in an easy and organized way should be guided by CEFR while being produced.

Anahtar Kelimeler: