Özet:

In foreign language teaching, language skills are provided as long as each skill is addressed in a whole manner. In the course of the course of the course of the course of the course of the course of the course of the course of the course of the course of the course of the course. A systematic analysis of how each skill is applied in the lessons is of importance for the discovery of the positive and lacking aspects of the lessons. The aim of this study is to compare the teaching skills of the Turkish teaching books to foreigners (Gazi University Turkish for Foreigners, Seven Climate Turkish and Istanbul Turkish Curriculum for Foreigners) in terms of activities. The activity in each curriculum to be studied for this purpose has been evaluated in terms of the division within the unit, the types of questions, accuracy and fluency, interaction, real-life placement, group activity creation, moment of realization (pre-work, order, after), the association with other skills and speech activities and the planning with visual and text support. In this study, which is a qualitative research, the method of document (document) examination was used. According to the study, more emphasis is given to multi-student-centric activities than teachers-centric activities (exactitude-centric composition, communication-oriented questions types, student-student interaction, real-life focus, group activity); reading in integrity in language skills as well as balanced handling of writing and listening skills; the process of preparation in speech activities must be monitored.

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