Comparison of Turkish and English foreign language teaching A2 level course and workbooks in terms of narration skills

People may want to learn different languages because of their interests and different needs. When learning these target languages, teaching environments should be structured within the framework of a specific programme. The elements of the language teaching process are described in detail in the Framework Text. In this text, definitions of specific language levels for each language skill are given. Language skills are defined as perceptual activities (listening, reading) and productive activities (speaking, writing). Individuals need to transfer the data they receive from their environment to others. Since speaking and writing skills are structurally difficult, individuals have difficulty. The materials to be used in the language teaching process should be carefully selected. One of these materials is course and workbooks. Today, Turkish and English languages are in demand by foreigners. In this study, it is aimed to compare Turkish and English language teaching books for foreigners in line with certain criteria and to reveal their positive and negative aspects. For this purpose, Turkish for Foreigners A2 Basic Level and Oxford English File Elementary course and workbooks were selected and analysed. Basic qualitative design was used in this study. The data were collected in line with purposeful sampling methods and presented in tables. The visual elements of these textbooks and workbooks were analysed in terms of the step clusters in the Framework Text and assessment and evaluation.