Türkiyat Mecmuası

Öz

 The
texts used in teaching Turkish as a foreign language are being formed in
accordance with the definitions of the target language competencies intended to
be fulfilled at the end of the process due to the fact that they are among the
most fundamental means of language teaching. Words, word types and word groups
belonging to the target language are made use of through texts in particular
contexts; in this way, both the whole properties of that language are
explicitly handled and the literaryelaborateness, figures of speech and
language-culture relationships of the related language are revealed. The
application of progressive level system in the teaching of Turkish as a foreign
language and the reality that the European Languages Teaching Common Framework
of Reference (CEFR) requires the achievement of different qualifications in
each level and four basic language competencies lead to the necessity that the
texts ought to bear characteristics that differ from one another too. A variety
of descriptions and classifications are available with regard to texts as a
teaching aid. While texts are classified in many aspects within the studies
conducted especially in reference to teaching Turkish as the native language,
such classification is out of question in teaching Turkish as a foreign
language. The aim of this study is to make a general classification of the
listening texts used in teaching Turkish as a foreign language according to
their formation style in relation to the textuality criteria, their functions
and types, and to analyze the listening texts available in Yedi İklim Turkish
Teaching Set (YİTÖS) and İstanbul Turkish Teaching Set for Foreigners (İYTÖS),
the most commonly used language teaching sets in the field, in quantitative and
proportional sense based on the related titles.