Abstract:

It is clear that Turkish as a foreign language has been recorded important stages in teaching with modern techniques and methods. However, the problems in the sense of the teaching material are continuing and the teaching books preserve the feature of being the most important material in this field. In Turkey, Turkish is used as a foreign language in teaching. However, the rates of these publications in language skills, the conditions of using the medium language, the measurement and evaluation criteria, the number of activities and the teaching strategies differ from each other. The most effective curriculum teaching material in teaching Turkish as a foreign language has been introduced to foreigners various qualification definitions by the European Joint Application Text (AOBM) and the European Language Development File (ADGD) as a application, which is also accepted by our country for the talking skills activities included in the Turkish teaching books. In this regard, the study aims to determine the distribution of speech skills activities included in the sets used in the teaching of Turkish as a foreign language at the basic level A1 to the qualification definitions of the European Language Development File. Qualitative research patterns in the case study patterns in the research carried out from data collection techniques to document examination while data analysis has been used by content analysis. The study has studied four sets of Turkish language which is widely used in teaching as a foreign language. According to the research results, the talk activities included in the lesson books have been determined to benefit mutual speech in terms of proportion. In addition, when the qualifications are studied, it has been found that the levels of qualifications of books are very different from each other, that some qualifications are not given any place, and that there is no harmony between books.

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