Analysis of the interaction of temporal adverbs and situational types in narrative texts of teaching turkish as a foreign language textbooks

In today's conditions, language teaching plays an important role in social, cultural and economic fields. Globalizing world conditions, the development of technology, easier access to information, and the fact that knowing more than one language puts people one step ahead in human life, show the importance of learning a different language. People; work, health, education, etc. They come to our country from different countries for various reasons. These situations have enabled the teaching of Turkish as a foreign language to continue developing from past to present. Textbooks, which are used as the main resources in the process of teaching Turkish as a foreign language, are seen as important materials that help convey the grammatical richness of Turkish. Narrative texts in textbooks are resources that language learners use in the process of acquiring aspect and tense knowledge. In this study, the interaction of tense and case type in the narrative texts in all levels of Yedi iklim, Yeni Hitit and Yeni Istanbul textbooks teaching Turkish as a foreign language was examined according to Smith (1991)'s Two-Component Aspect Theory. As a result of the study, it was seen that the most used markers in the narrative texts of Yeni Hittite, Yedi iklim and Yeni İstanbul textbooks teaching Turkish as a foreign language were time-oriented markers. When the distribution of the actions in the narrative texts according to the case types is examined, the most frequently used case type in the A1-A2 level narrative texts of the New Hittite Turkish textbook for foreigners is the finishing case type 71 times, the situation case type 81 times at the B1 level, and the perfective case type 59 times at the B2-C1 level. It was found to be a type. It has been observed that the most frequently used case type in the A1-A2 level narrative texts of Yedi iklim Turkish textbook for foreigners is the perfective case type with 72 frequency, the performative case type with 129 frequency at B1-B2 level, and the perfective case type with 102 frequency at C1-C2 level. In the A1-A2 level narrative texts of the New Istanbul Turkish textbook for foreigners, it was observed that there were 95 frequent performative case types, 86 frequent performative case types at the B1-B2 level, and 41 frequent situational case types at the C1 level. These results showed a distribution in accordance with Smith's (1991) Two-Component Appearance Theory.