Özet:

Teaching sets take the first place among the materials designed in the language teaching in terms of their ease of access and usage. Knowing in which communication context the words and grammatical structures in these sets will take place in the acquisition of language skills is a point to be considered to achieve success in the target language. In this topic, it is necessary to give sufficient place to target culture elements in teaching sets. Visual texts as well as oral and written texts in teaching sets have an important place in the internalization process of cultural schemes and frameworks. While the preparation of the visuals in the teaching sets in sufficient quantity and quality suitable for the purpose makes the language teaching process easier, the opposite situation can make the process more difficult. In order to exemplify this situation, in the study, the visual signs were examined in terms of semiotics in all levels of the Yedi İklim Turkish teaching set. The problem of interpreting the cultural structures in the signs in accordance with the target culture context has been tried to be examined. The cultural elements in the signs were classified according to the category of signifier- signified considering Sauusure’s Sign Model and reflected in the tables according to the cultural categories in the Common European Framework. The study was carried out according to the qualitative research approach and basic qualitative research design. The data collected by the document analysis technique were analyzed with the descriptive analysis within Sauusure’s Sign Model. Findings showed that the visual culture sign type for the textbooks was the most at the A2 and the least at the C2 level maximum number of signs at A2 and minimum at C1 level In workbooks, the sign type was the most at A1 and the least at C1 level. In terms of number, it was the most at A1 and the least at C1 level. This situation can be evaluated as visual culture signs are given more importance at A1 and A2 levels, while the cultural content begins to decrease by assuming that the learner has sufficient knowledge at B2 and C1 levels. 

Anahtar Kelimeler: