Özet:

Translation of language and culture to foreigners in Turkish teaching, as well as the word beings are very important. During the language learning, individuals encounter elements such as shaped expressions, speech and expression in the target language. When language is taught, the translation of words is important in terms of effective communication because the elements, such as the cultural characteristics of words are taken into account, and is beneficial for individuals who learn language as an important part of everyday life. Therefore, the books used as a source in Turkish teaching to foreigners and the word beings in these books have a very important place. This study identified the terms used in the "Seven Climate Curriculum Books" (A1, A2, B1, B2, C1, C2) used in the teaching of Turkish as a foreign language; it included the frequency of use of the terms and the images in which they were associated. The aim of the study is to identify the use of the phrases in the "Seven Climate Curriculum Books" at different levels and how they are linked to visual materials. Simultaneous triangle of karma research patterns was used. The data collected with the frequency table is analyzed through both content analysis and visual statistics. The study found a total of 298 sentences at all levels, including A1 level 8, A2 level 21, B1 level 27, B2 level 33, C1 level 93 and C2 level 116. If you look at the 298 sentences that have been identified and associated with images, you see that only 7 visual elements were used, including 4 cartoons and 3 photographs. The frequency of use of the word has increased according to the level of language. It was found that 291 of the sentences used were not supported by any visual element.

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