From the past to future the rapidly improving life standards and technology, increase of intercultural communication, in search of something different, have provided a need of learning a second language. People in different places have tried many different ways to learn various languages for many reasons. People have tried to learn various languages by watching live lessons with interactive learning way, using language learning apps in their smartphones or living in that target culture.
With the recent involvement of our country in developing technology and fast cultural transfer has let significant changes and developments in teaching Turkish as a foreign language. But of course, the needs of the teaching Turkish as a foreign language does not only come from recent developments. Even though many researches done in this field indicate that teaching language as a foreign language is started with the work called Dîvânu Lügâti’t Türk which was written by Kaşgarlı Mahmut in 1071, there are some different sources that show Turkish was being taught before that work, too. In this study, using the document analysis method which is one of the qualitative research methods, Gazi TÖMER prepared the reading texts in the C1 level book of Turkish teaching set as a foreign language; The distribution of species according to themes, their aims according to their creation, their usage functions and finally the suitability of the gains according to the Common European Framework of Reference for Languages (CEFR) were examined.
People have become more interested in learning Turkish day by day and in order to meet this increasing demand, Ankara University founded TÖMER’s. With the foundation of these centers, universities started to publish their own books and resources and with these resources they aimed to teach Turkish in the most efficient way. The first institutional study in teaching Turkish to foreigners at home was initiated by TÖMERs established within Ankara University. Teaching Turkish as a foreign language because of Turkey's regional and global development has achieved positive with a rise to become a center of attraction. Those who want to learn Turkish in different regions of the world have come to Turkey.
Due to the development and diffusion of the textbooks, the researchers carried out evaluations and investigations in terms of various variables in these textbooks and continue to do so. These studies, which have been increasing especially in recent years, provide academic evaluation of teaching Turkish as a foreign language. As a result of these evaluations, the problems and problems encountered in teaching Turkish as a foreign language will be solved and guided for new arrangements and studies.This study was conducted within the framework of document analysis, one of the qualitative research methods. In the document analysis model, no intervention was made to the data or source.
Five main themes. In each theme, four text distributions and an equal amount of text distribution on a theme basis were shown. Texts consistent with the titles of the themes accelerated the student's focusing time before moving on to the reading text. Gazi TÖMER examined the appropriateness of the texts on the basis of the text of the C1 book of the Turkish teaching set as a foreign language and the gains mentioned in the Common European Framework of Reference for Languages. As a result of the analysis, it was found that each text is suitable for an average of 25 gains based on its own type. Finally, Gazi TÖMER in this study conducted in the C1 level book on teaching Turkish as a foreign language was found to be appropriate / adapted to the reading texts and reading activities that should be appropriate according to the Common European Framework of Reference for Languages.
There is no criterion about the level of readability of basic, intermediate and advanced texts in teaching Turkish to foreigners. However, since C1 is an advanced level, the texts should be more challenging or more comprehensive. In this study, a quantitative study can be applied to the students at this level who are studying at this level to see how accurately the gains in the Common European Framework of Reference for Languages are applied. In this way, the data of the study can be verified and if there are wrong directions, it can be revealed. Based on the achievements mentioned in the Common European Framework of Reference for Languages (CEFR), activities that meet the achievement of ler controls the rhetoric in literary texts inde can be put into sub-activities of reading texts. In this way, the book can take place more in the international literature.
