Özet:

This study aims to evaluate the writing approaches used in Teaching Turkish as a foreign language and English coursebooks to support the writing process and identify the differences and general trends between these books. For this purpose, the writing activities in the Yeni Istanbul Turkish coursebooks and the Headway English coursebooks were analyzed within the scope of assessment criteria determined for product, genre, and process-oriented writing approaches. In this study, Headway English and New Istanbul Turkish language textbooks were examined using qualitative research methods, specifically the descriptive analysis technique. As a result of the study, a comparison was made by determining which writing approaches were more emphasized in the examined textbooks. It was observed that in both series of books, the number of activities related to the product-oriented approach tended to decrease as the language levels increased, and completion activities were the most commonly used writing activity at all language levels. In the genre-oriented approach, it was observed that in both Yeni Istanbul and Headway coursebooks, the activities diversified as language levels increased, showing an increase from beginner levels to advanced levels. Additionally, different types of activities under the genre-oriented approach were observed in both book series. Finally, it was determined that process-oriented writing activities were fewer compared to other approaches. These analyses will contribute to generating new ideas about how writing approaches can be more effectively used in coursebooks. At the same time, this information aims to assist teachers in selecting the most suitable textbooks for enhancing students' writing skills and adopting the most appropriate approaches to support the writing process.

Anahtar Kelimeler: