Özet:

One of the elements that make speaking effective in language teaching is that the pronunciation should be clear and understandable. On the other hand, pronunciation teaching comes up with definitions that are left behind, ignored and neglected in the literature. Pronunciation is like an equation with many unknowns. The learner's mother tongue, individual characteristics, teacher competencies, the effect of the materials used in teaching the target language form this multi-unknown equation waiting to be solved. It is thought that the pronunciation has a negative impact on the development of the learner in this subject due to the fact that it is not generally functional and original by the material designers and the authors of teaching Turkish as a foreign language. Based on the problems mentioned in this study, it has been examined whether or not pronunciation teaching is included in the books, and if so, what kind of way is followed in the ten books put forward by foreign or Turkish authors aiming to teach a language by themselves, written in Turkish-English for various target groups in the 20th century. Based on the findings, it is aimed to develop alternatives about how to teach pronunciation in self-directed language teaching books. The reason for choosing the language teaching books examined is that these books should be prepared to gain more speaking skills and therefore pronunciation education should have an important place. In the study, data were analyzed with literature review and document review approach, using descriptive scanning as a method. As a result, it has been determined that in the majority of the books examined, the sounds in Turkish are examined in comparison with English, while the pronunciation teaching is done by taking into account the elements that are effective in the pronunciation of Turkish in some books, while in some books it is processed by giving limited information.

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