Özet:

Coursebook is described as an important and functional tool in teaching Turkish as a foreign language. Instructors, learners and testers consider the coursebook, which is prepared in accordance with the curriculum, as an important material for constructing the teaching process of the target language and following the assessment and evaluation stages. When the literature is analyzed, it is understood that many studies have been carried out in different contexts on coursebooks prepared for teaching Turkish as a foreign language. In this study, coursebooks are discussed in the dimension of authors. The aim of the study is to determine the perceptions of the authors writing under the roof of Turkish Maarif Foundation, which enabled the first book to be written within the scope of formal education based on the Curriculum for Teaching Turkish as a Foreign Language, regarding the process of writing a book. The study group of the research consists of twenty-two participants. As one of the qualitative research methods, phenomenology was used to determine the perceptions of the participants about the writing process of coursebooks. A semi-structured interview form was used to collect the data, and the content analysis was used in the analysis process. Accordingly, findings of the research were categorized under five main headings as being the principles of preparing the coursebook, the experiences experienced during the process, the characteristics of the texts to be selected for the coursebook, the qualities of the exercises in the coursebook, and the feature of the coursebook as a set.

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