Abstract:

When learning a foreign language is not just enough to learn that language, it is also necessary to learn the culture of the foreign language speaking society. It is also necessary to learn how people live in society, the words to be said in different situations, the reactions they give to specific events, the forms of speaking and behavior. The importance of cultural translation in foreign language teaching cannot be denied, and cultural translation in foreign language teaching is usually done through the courses used in the classroom. Therefore, the texts in the teaching books used in the field of Turkish teaching as a foreign language should carry elements that will reflect the existence of the word of Turkish. In this study, the Seven Climate series, prepared for the purpose of teaching foreigners Turkish, was evaluated from the point of view of target culture transfer by examining the speech, phrase and relationship words in the reading texts contained in the Turkish curriculum books. In this study, the method of document examination was used. Seven Climate Turkish A1, A2, B1, B2, C1, C2 lesson books are studied by the method of document examination and by the method of classification of the elements of word existence in the relevant texts. In this study, the Seven Climate Turkish curriculum books have been identified and evaluated the elements of the word existence in the reading texts (speech, phrase, relationship words). According to the study, there are differences between the six books in terms of the number of elements of the word existence. The Seven Climate Turkish Curriculum C2 is the richest of six books in terms of existence. The book is not a book that is not a book that is not a book that is not a book that is not a book that is not a book that is not a book that is not a book that is not a book that is not a book that is not a book.

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