Author(s): Zeynep AYAN, Şükran DİLİDÜZGÜN
Language is a social phenomenon born out of people's communication needs. Linguistic communication is realized through two channels, written or oral. In today's understanding of foreign language teaching, language is taken as a whole with the skills of reading and listening as receptive skills and writing and speaking as productive skills and individuals are aimed to be equipped with the ability to perform communication in different contexts. Each linguistic skill constitutes a different dimension of language acquisition / learning. For this reason, in language teaching, it is not possible to emphasize different skills except for special language teaching programs and neglect others. However, when it comes to teaching Turkish as a foreign language, it has been observed that there is no qualitative and quantitative effectiveness in improving writing skills. In this study, which aimed to draw attention to this probing problem and offer solution proposals, qualitative research method was adopted and data were collected by analyzing the documents. The writing activities in the Turkish textbooks (B1-B2) constitutes the universe of the research, as text level is mentioned in the Independent User (B1-B2) stage at the common competence level in the Common European Framework of Reference for Languages. The writing activities in the textbooks of "Istanbul" and Turkish for foreigners Textbook by Gazi University in B1 and B2 level were investigated in the research applying typical case sampling from purposeful sampling methods. In the study of descriptive analysis, the frequencies and percentages of the writing activities classified under the main headings for the basic principles of the communicative approach were calculated. As a result of this study, it has been achieved that some of the writing activities in the textbooks of "?stanbul" and Gazi University for Foreigners in Turkish B1 and B2 level textbooks selected as the sample are insufficient in terms of meeting the basic principles of communicative approach and the deficiencies should be eliminated.
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