Comparison of foreign language teaching books for Turkish, English and German in terms of speaking activities

This study focuses on speaking activities in teaching materials in foreign language teaching. While reading, listening, speaking and writing skills are equally important in language teaching, speaking is regarded as the most challenging one. Especially in the language teaching centers located in regions where the target language is not spoken, classrooms are the only places for learners to practice the language. This makes it difficult for learners to internalize what they have learned. In cases where the learners cannot practice the target language outside the classroom, teaching materials, which include qualified speaking activities, are of particular importance for the language teaching centers. For the purpose of the study, in addition to Turkish, materials for teaching English and German, which are among the most learned foreign languages in the world, were also included. In this study, speaking activities for intermediate (B1) students in the student's books of Yedi İklim Türkçe, New Headway and Menschen were examined. The techniques and methods used in improving speaking skills, the extent to which these student's books conform to the acquisitions of the Common European Framework of Reference for Languages (CEFR) and the extent to which the acquisitions are included in the books are examined and evaluated. The study applies document analysis as a qualitative research method. Speaking activities in the textbooks were examined in accordance with the stages developed by Forster (1995) and content analysis was used in the analysis of the data obtained.