Abstract:

As a foreign language in the teaching of the Turkish language, the teaching books are essential and basic materials. In Turkey, the number of curriculum sets that serve foreigners in the field of Turkish teaching is quite small. A few of these books have also been subjected to various studies by researchers. Considering the language skills that language learners should present in each language stage, it is believed that it is important that the lessons follow the levels of cognitive skills in providing these skills. This study aims to make six text questions that mean that Turkish as a foreign language used in the teaching of Turkish and Turkish as a foreign language in Turkish and Istanbul as a foreign language in Turkish curriculum books (B2 and C1) are read, classification according to the Renovated Bloom Taksonomy and evaluation of books. The study was established in accordance with the logic of the quality research methods and adopted a research model based on the study of documents. The six text questions included in the reviewed books have been determined that the updated Bloom Taksonomy is focused on the basic level of the dimensions of the cognitive process (memory, understanding, application); the number of questions that indicate higher levels of cognitive skills (solving, evaluating, creating) is quite small.