Özet:

Textbooks are one of the fundamental resources in language teaching. In this perspective, for the process of language teaching to progress in a healthy way, it is an undeniable fact that one should show the required sensitivity to the textbooks for teaching Turkish as a foreign language. In this article, master’s theses and doctoral dissertations examining textbooks prepared by some institutions with different contents to teach Turkish as a foreign language under some certain criteria were evaluated in light of qualitative criteria. Postgraduate studies under examination were limited to the ones published between the years of 2007 and 2020. The article contains tags and evaluations of first master’s theses and then doctoral dissertations depending on their issue dates. 106 master’s theses and 8 doctoral dissertations were detected examining textbooks in the field of teaching Turkish as a foreign language. When problem situations, findings, and results from the contents of the detected theses and dissertations were examined, although the samples vary in some studies, it was seen that studies are performed on the same topics and there is an increase in qualitative studies from year to year with repetitive studies. It is significant that master’s theses and doctoral dissertations repeat one another on the same topics. Therefore, this study was initiated to evaluate the postgraduate studies examining textbooks.

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