Özet:

The aim of this study is to determine and evaluate the vocabulary teaching activities in the textbooks of Ankara University TÖMER Yeni Hitit 2 Turkish for Foreigners, Gazi University TÖMER and İstanbul DİLMER Turkish for Foreigners B1 level textbooks employed as sources in teaching Turkish as a foreign language. The study in which the descriptive analysis method is used has been designed in accordance with the screening model. In the light of Schmitt's vocabulary teaching strategies, an analysis has been conducted on the basis of the vocabulary teaching activities and reading texts in the books examined in the research to determine whether the verbal existence provides a partnership or a unity on a comparative dimension. As part of the particular aim, Ankara University TÖMER Yeni Hitit 2, İstanbul University DİLMER and Gazi University TÖMER for foreigners, Turkish (B1) textbooks were taken as samples and examined in the context of 15 different vocabulary teaching techniques determined by Schmitt (1997). Textbooks examined during the research process were determined through the random sampling method. The vocabulary teaching techniques of both textbooks were compared, vocabulary teaching approaches and activity types being evaluated. In addition, the activities related to vocabulary teaching as well as abstract and concrete vocabulary ratios within the scope of common themes in these three books that are used extensively in the literature, have been evaluated comparatively in the direction of the guidelines indicated in CEFR. In our work we have been conducted a document review to determine the activities of vocabulary teaching in textbooks, the teaching techniques and vocabulary of words in common units. It is thought that the data that emerged at the end of the study will make contribution to the course material that will be prepared in the related field and especially at the intermediate level

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