Influence of applying European Language Framework on text books for teaching Turkish as a foreign language

In the research, sub text questions in the text books New Hittite Turkish for Foreigners 3 (2009) and Hittite Series 3 (2007) have been comparatively analysed within framework of Textual Linguistics and Knowledge Processing Theories.In the first part, the concept of foreign language, languages in the world and position of Turkish language among those have been analysed, whereas Turkish language teaching text books have been taken into consideration in historical perspective. After the educational theories shaping language education were explained, methods and approaches for language teaching were mentioned. The importance of text in language teaching has been analysed. Finally, the outlines of the European Language Framework have been defined, as the approach of the method and program towards adopted texts have been explained.In the second part, the aim, the problem, sub problems and the method have been defined.In the third part, sub-text questions in text books have been analysed within framework of Textual Linguistics and Knowledge Processing Theories. As a result, it was seen that sub-text questions in text books were focused more on surface text questions aiming at lower cognitive functions. An increase in surface text questions and questions aiming at recovery of knowledge; whereas, a decrease in number of qualified questions for increasing student?s level of interaction with text and for enabling student accomplishment of upper level cognitive processes for accessing veiled textual knowledge have been observed with a comparison between the questions in ?Hittite Series 3? and those in `New Hittite Series 3?Key words: Teaching Turkish as a Foreign Language; Common Framework Text for Teaching of European Languages; Sub-text questions.