Özet:

Only when learning a foreign language; we do not learn the word of that language and the rules of specific language knowledge. We also learn the cultural characteristics of the target language, the system of beliefs and values. However, the best reflective materials in the language context in the teaching of the target language are texts. In this context, reading books and literary texts that help teach foreign languages have an important place in acquiring four basic language skills. The use of level-appropriate assistant reading books and literary texts will have a positive impact on the thought and perception process of the target language, as well as the level of knowledge and culture of the target audience. It also benefits in recognizing and learning the culture, social life, history, mentality that this language is taught. The aim of this study is to address the student's need for a foreign language in the teaching of the Turkish language, taking into account the role in the translation of the language in a comprehensive manner of assistant reading books that are suitable for the target audience level. The method used in the study is illustrative. In this context, the focus is on adapting the written texts in the story type to the level A1-A2. The study prepared for this purpose is expected to contribute to the field of Turkish teaching for foreigners. The language structures that should be known at the level of language A1-A2 while adapting the story that forms the examples of the study; European Languages Common Framework Text reading achievements are based, and Gazi TÖMER and Ankara TÖMER foreigners have been simplified by moving determining the achievements of language knowledge at the level A1-A2 in Turkish curriculum books.

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