Abstract:

The importance of foreign language education is increasing. The priorities of the words taught in language education through composition-based studies are determined in the framework of international short courses. Collections and subcollections consisting of many layers written and verbal increase the efficiency of the process for both the teaching and the student. As a foreign language in the teaching of Turkish is often focused on the existence of the word of the teaching materials. The text contained in the curriculum books is on the roof position for the curriculum and the instructor. In this study, the existence of word that covers the listening and reading skills of C1 level lessons used in the teaching of Turkish as a foreign language was also studied on the basis of compilation; the most commonly used 1000 words were identified. These frequency lists were compared to the frequency list created from a 50 million word summary; similarity levels were identified. In the lesson books, the word existence of listening and reading texts is classified according to the word types and the TTR, Standard TTR, T*TTR rates are identified. In this context, the analysis conducted in the study found that the level of partnership in the most commonly used words in listening and reading texts was sufficient; in terms of the word types, the most commonly used names, quotes and elephants were observed in the relevant materials around 40-45%. It is also found that the word diversity is provided through statistical data based on the summary.

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