A Comparison of Turkish and English as A Foreign Language Course Books and Workbooks at The A2 Level in Terms of Productive Skills

Yıl 2025, Cilt: 13 Sayı: 3, 278 - 305, 30.09.2025

Behiye Sena Aydaşgil Ulaş , Banu Özdemir

https://doi.org/10.71084/ijlet.1662176

Öz

People may want to learn different languages due to their interests and needs. While people are learning these target languages, instructional environments should be structured within the framework of a specific program. The Common European Framework of Reference outlines the specific components involved in the language teaching process. The framework provides definitions of specific language levels for each language skill. Language skills are defined as receptive activities (listening, reading) and productive activities (speaking, writing). Due to their complex nature, speaking and writing skills pose significant challenges for learners. The materials to be used in the language teaching process should be selected carefully. One of these materials is course books and workbooks. Today, many foreigners would like to learn Turkish and English. The purpose of the current study is to conduct a comparative analysis of Turkish and English language course books and workbooks used for foreign language learners, focusing on specific criteria, in order to identify their strengths and weaknesses. To this end, course books and workbooks from the Turkish for Foreigners A2 Basic Level series and Oxford English File Elementary were selected and analyzed. The study employed the basic qualitative design. The data were collected based on purposive sampling methods and presented in the form of tables. It was concluded that while measurement and evaluation methods in both the Turkish and English course books and workbooks are similar, they exhibit differences in terms of learning areas, activity types and methods and techniques.

Anahtar Kelimeler

Teaching foreign languages , Teaching Turkish to foreigners , Speaking , Writing , Course books and workbooks

Kaynakça

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