Abstract:

The texts used in the teaching of Turkish as a foreign language are created according to the definitions of the target language skills to be achieved at the end of the process because they are one of the most basic tools of language teaching. Through the texts, the words, word types and word groups of the target language are used within specific contexts and all the characteristics of that language are clearly addressed and the literary subtilities of the relevant language, the vocabulary and the language-cultural relations are also revealed. The application of the gradual currency system in the teaching of Turkish as a foreign language and the need for the common framework text of the European language teaching (ADÖOÇM) to employ the ability to different qualifications in each level and four basic language skills, the texts also have different characteristics. A wide variety of definitions and classifications of texts are made as a teaching tool. Specifically in the teaching of Turkish as the main language, the texts are classified in many ways, while in the teaching of Turkish as a foreign language there is no such classification. The purpose of this study is to make a general classification of the listening texts used in the teaching of Turkish as a foreign language according to the form, function, type and variety of texting standards; the two most commonly used language teaching sets, the Seven Climate Turkish Teaching sets (YITÖS) and the Istanbul Turkish Teaching sets (YITÖS) are to study the listening texts in the relevant titles in terms of number and proportion.

Abstract:

 The texts used in teaching Turkish as a foreign language are being formed in accordance with the definitions of the target language competencies intended to be fulfilled at the end of the process due to the fact that they are among the most fundamental means of language teaching. Words, word types and word groups belonging to the target language are made use of through texts in particular contexts; in this way, both the whole properties of that language are explicitly handled and the literaryelaborateness, figures of speech and language-culture relationships of the related language are revealed. The application of progressive level system in the teaching of Turkish as a foreign language and the reality that the European Languages Teaching Common Framework of Reference (CEFR) requires the achievement of different qualifications in each level and four basic language competencies lead to the necessity that the texts ought to bear characteristics that differ from one another too. A variety of descriptions and classifications are available with regard to texts as a teaching aid. While texts are classified in many aspects within the studies conducted especially in reference to teaching Turkish as the native language, such classification is out of question in teaching Turkish as a foreign language. The aim of this study is to make a general classification of the listening texts used in teaching Turkish as a foreign language according to their formation style in relation to the textuality criteria, their functions and types, and to analyze the listening texts available in Yedi İklim Turkish Teaching Set (YİTÖS) and İstanbul Turkish Teaching Set for Foreigners (İYTÖS), the most commonly used language teaching sets in the field, in quantitative and proportional sense based on the related titles. 

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