Özet:

When a language is taught in a setting with a lot of stimuli, the goal might be achieved in paralel to that setting and the individuals learning that language may be able to acquire the basic language skills at the desired level. Therefore, teachers should know the learning setting and the abilities of the learning people very well and should perform the teacing activities by enriching the learning environment with a wide range of material. One of the basic features that improve the quality of the textbooks which are an important material in the process of learning and teaching is that measurement and evaluation sections should be sufficient and rich in variety. Textbooks having an understanding of evaluation which keeps the measurement and evaluation system dynamic in all phases of the process and which shapes the process by taking the evaluation results into consideration enhance the value of the textbooks. In this study, we investigated the measurement and evaluation in- subject /activity and end of unit / theme sections of the books used in teaching Turkish as a foreign language; ‘Turkish For Foreigners’ (by Ankara University TÖMER, Hittite Publications); ‘Turkish For Foreigners’ (by Gazi University TÖMER Publications) and ‘Rainbow Turkish Teaching Set’ (by Language Set Publications). In this study it was investigated whether the questions used in the applications of measurement and evaluation of in- subject /activity and end of unit / theme sections had a variety of exercise, whether they were oriented to acquiring language skills and whether they included areas of application, work leaves, instructions and reference sections

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