Özet:

Along with the rapid advances in science and technology, changes in social life arising from social, political and economic reasons lead individuals to acquire skills that will enable them to be competent in different aspects. These competences, called 21st century skills, include various behaviours such as critical thinking, creativity, communication, collaboration, and information technology literacy. It is possible to create various opportunities and environments that will help international students, who grow in number increasingly in Turkey, to acquire and use 21st century skills while they are learning Turkish. Textbooks, which are among the most important components of the learning and teaching process, have important functions in both mother tongue and foreign language teaching. Therefore, textbooks should be prepared in a way that prepares students for life. In this research, the texts and linguistic activities in the book set Istanbul: Turkish for Foreigners, which is used in teaching Turkish as a foreign language, were examined in terms of 21st century skills. In the study, 21st century proficiency areas were discussed under two main classifications as 21st century themes and 21st century skills, and the texts in the book set and linguistic activities for basic language skills were examined within this framework. Document analysis, a qualitative research method, was used to investigate the texts and activities at all language levels in terms of the presence, frequency and distribution of 21st century skill types. The results revealed that there was not a balanced distribution in the texts in terms of the 21st century topics and skills. It was also found that the language skills were not placed equally in linguistic activities as there was a discrepancy between reception skills and production skills.

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