Abstract:

Language skills are grouped into two main categories namely comprehension (reading-listening) and speaking (writing- speaking) skills. The listening skill is one of the basic skills within the comprehension skill subcategory. Listening is a skill. Listening is a skill is more difficult skill than other the language skills to acquire during foreign language studies. For this reason, more activities should be carried out to improve listening skills. This study aims to examine the listening activities of the B2 level Teaching Turkish to Foreigners textbook authored by Gazi University, in terms of contents employed in teaching Turkish as a foreign language. Fort his purpoese a total of 20 texts were examined from the B2 level textbook of Gazi Univer- sity. The following were examined according to the criteria of European Language Portfolio: the number of listening texts; the topics of the texts; the types of questions in each activity; their suitability to the level of grammar; the compatibility of the vocabulary with the level; the speed and comprehensibility of the texts; the use of visuals; the compatibility of visuals with the level and their subjects if visuals were used; and the suitability of the pronunciation and texts in the audio file. In this study, the listening texts in the B2 level textbook prepared by Gazi University Turkish for foreigners were examined using the document analysis method from the qualitative research methodology. According to the results of the research, it has been observed that cultural topics are not included in the listening sections. This study recommends that that cultural topics should be included because cultural topics will support the transfer of culture. Additionally, no visuals were provided for some of the listening texts while other visuals were incompatible with the listening text. This study suggests that the inclu- sion of visualizations and their compatibility with listening texts will increase the comprehensibility of the text. Therefore, this study concludes that the visuals, which include the listening texts without visuals, are also incomplete.

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