Adaptation stady of Keloglan tales in teaching Turkish as a foreign language to levels A1-C2

The increasing interest in teaching Turkish as a foreign language has revealed the necessity of developing and diversifying the materials used for the field. Various materials are used to develop and support the four basic skills that are important in Turkish teaching. At the beginning of these materials are reading texts. Recent approaches to the field are that literary texts should be used instead of artificial and fictional texts. The main purpose of this study is to meet the needs of those who learn Turkish as a foreign language for additional materials outside the classroom. It is aimed to adapt tales, one of the literary text types, as reading texts by considering their language levels in the field of teaching Turkish as a foreign language, and to create an additional material that they can benefit from outside of textbooks. During the adaptation process, the grammar structures of the Yunus Emre Institute Yedi İklim Turkish Teaching Set at the A1-C2 level and the reading-understanding, writing and speaking achievements of the Common European Framework of Reference for Languages were made. Word Frequency Dictionary of Written Turkish was consulted about lexical substitutions. The acquisitions related to listening skill have not been studied. The Turkish-Turkish dictionary is included in the vocabulary activities. Two tales were selected for each level and adaptation work was carried out on a total of 12 Keloglan tales. Vocabulary, reading-comprehension, grammar, writing and speaking activities were prepared for the adapted Keloglan tales.