Özet:

When the historical history of Turkish is studied, it is known that the verbal language history is based on the periods prior to the milth, and the written language history is based on the 7th century (Çoyr/Çoyren Writing). Such a broad historical process has enabled the Turkish to become rich in terms of culture. This situation also affects the teaching of Turkish as a foreign language, primarily the teaching of the mother tongue. Because cultural translation, which is one of the important functions of the language, is also effective in the language teaching process. A dimension of cultural transfer, defined as the transmission of the characteristic cultural values and characteristics of a society to the new generations in various ways, is also formed by the elements of the Non-Thematic Cultural Heritage (SOKÜM). The aim of this study is to study the elements of non-subjective cultural heritage contained in the Turkish curricula as a foreign language. The study was conducted in the framework of the quality research method. The study documents are made up of Turkish curricula books for foreigners published by the University of Gazi TÖMER. Documents are analyzed using the analysis technique. In all the examined curriculum books there are SOKÜM items but, taking into account the number of reading texts, it is found that the proportion of SOKÜM elements in all books is 20 percent in average. When the levels of the curricula are addressed, the basic level (A1-A2) has been identified in 9, the middle level (B1-B2) in 10, and the advanced level (C1) in 7 SOKUM items. As a foreign language, it is determined that only 13 of the SOKÜM subjects are listed in the Turkish lesson books. According to the results obtained, it is recommended that foreigners have more space for SOKÜM subjects in the reading texts contained in the Turkish curriculum books.