Özet:

There are many foreign students in our country. Foreign students who come to Turkey to study at universities are required to complete a one-year preparatory education, which is valid for many universities, and learn Turkish in order to be able to study in their departments. This situation has led to the opening of Turkish Language Teaching Centers (TÖMER) in almost every university and the textbooks, which are the most basic materials of language teaching, have gained a special value. As known, textbooks are the basic tools that help students acquire the target language with the activities they contain in each skill area. The determined objectives and behaviors are tried to be acquired by the students through the activities in the textbooks. It is possible for students to acquire the objectives and behaviors through different types and sufficient number of activities. Listening skill has an important place in the acquisition of the target language with the types of activities it includes and consists of three stages: pre-listening, during listening and post-listening. The main purpose of pre-listening activities is to prepare the student physically and socially for the listening process. The moment of listening requires making sense of the messages of the text and making inferences about the text. Post-listening activities, on the other hand, involve a process in which the listening is evaluated in general, the meaning is constructed and a conclusion is reached, and the main idea is revealed. The aim of this study is to examine A1-C1 level listening activities in teaching Turkish as a foreign language. For this purpose, listening activities of Yeni İstanbul Türk Textbook for International Students were analyzed in terms of pre-listening, listening moment and post-listening and the type and number of activities were tried to be determined. The research is a qualitative study and document analysis technique was used as a data collection tool. Descriptive analysis method was used to analyze the data. The documents of the study consisted of Yeni İstanbul Türk Textbooks for International Students at A1-C1 level. According to the results of the study, activities for listening skills show differences according to the levels. It shows that activities for listening skills in basic level textbooks are behind in terms of ratio when compared to intermediate and advanced level activities. It was also concluded that listening texts were created with a traditional understanding and monotonous approach in terms of the types of activities pre, during and post listening.

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