Evaluation of Turkish as a second language teaching process in the context of communicative language activities

In this study, it is aimed to make an evaluation of a Turkish as a second language teaching process that includes student-instructor-textbook elements in the centre of the Common European Framework of Reference for Languages (CEFR) and Communicative Language Activities in its content. Mixed method - simultaneous combination (triangulation) design was used in the study. The sample of the study was determined by criterion sampling technique, one of the purposeful sampling types. In this context, the student sample in the quantitative dimension consists of 514 students from 59 different countries who are at the end of C1 language level at TÖMER in 7 different universities where the 'Communicative Language Activities Self-Assessment Scale' was applied. Again in the quantitative dimension, the instructor sample consists of 85 instructors working in 35 different institutions who participated in the 'Reference Text Awareness Questionnaire in Language Teaching'. In the qualitative dimension of the study, 'Yeni İstanbul- C1 Textbook' was analysed. Each activity in the textbook was analysed in terms of its relationship with reception, production and interaction skills through document analysis method. The quantitative data obtained were subjected to descriptive analysis through SPSS package. In the content analysis of qualitative data, categorical analysis was used. The data obtained after all the interventions show that students generally had difficulties in 'interaction' activities, while their self-efficacy perceptions were high in reception activities. In parallel with this, the data related to the textbook show that the textbook has a predominant distribution of reception (40%), grammar (26%) and production (25%) activities; interaction activities are included at a rate of 9%. This situation seems to be compatible with the data obtained from the students. The results of the questionnaire applied to the teachers show that the teachers do not have sufficient knowledge and awareness about language teaching reference texts (CEFR, CLB, ACTFL), communicative approach, action-oriented approach. It was also found that the communicative language activities prioritised by the teachers in their lessons differed from the communicative language activities in which learners' self-efficacy perceptions were the lowest. In the study, based on all these findings, suggestions have been made for students to use the target language as a real social actor, in parallel with the principles of the action-oriented approach, which can be used by instructors, material preparers and all stakeholders in the process of teaching Turkish as a second language.