Özet:

A successfu lresult can be achieved if the language teaching is carried out within the framework of a certain systematic structure and the learner is supported with all four basic skills. Especially in foreign language teaching, this systematic structure becomes more important. The basic material in which this structure can also be provided in a homogeneous way is textbooks. For this reason, great care and attention should be taken when creating the content of textbooks. Attention should be paid to ensuring cultural transfer when creating content in foreign language teaching books, preparing texts andevents. In order to promote both the language and the target language in the books of these courses, the most important tool can be the texts to take place between the culture and the target culture. Literary texts in particular are important too ls that provide this interaction. With the expression of literary text, texts covering many periods of Turkish literature such as fairytales, legends, stories, mesnevi, poetry, anecdotes, novels come to mind. In this study, the literary texts belonging to the field of Modern Turkish literature (novel, story, poem, theater, essay, biography, autobiography, etc.) in the sets of teaching Turkish as a foreign language is intended to determine its status. In the study, one of the qualitativere search methods, the document view method was used. The data in the study, , Yedi İklim Türkçe Öğretim Seti (Yedi İklim, 2015 )for foreigners, Turkish (Turkish for foreigners, 2013),Yabancılar İçin Türkçe (Yabancılar İçin Türkçe, 2013), İstanbul Yabancılar İçin Türkçe Ders Kitabı (İstanbul, 2014) on the data gathered through document review is done after the reading texts, literary texts, the number and frequency of Turkish education in the kit of modern Turkish literature were determined. The Turkish language teaching set was classified according to the language level of the written texts in question, and then the written texts in the Turkish Teaching sets were compared in terms of number and frequency. The percent agevalues of the data obtainedare expressed in graphs. While it is expected that there will be an increase in the number of written texts as the language levels progress in all three sets, it has been determined that there is no significant increase in accordance with the levels.

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