Intercultural learning in the coursebooks 'Kolay gelsin' and 'İstanbul' used for teaching Turkish as a foreign language

Traditional methods of foreign language teaching were replaced by communicative methods starting from the second half of the twentieth century in particular. In this process, it was highlighted more and more often that, to be able to communicate in the target language, it was not enough to learn the rules of that language, and learners should get familiar with the culture of the countries where it is spoken. In the field of foreign language studies, culture-related subjects were first analyzed under titles such as 'Landeskunde', 'Cultural Studies', etc., and as of today, the scope of these titles have extended, resulting in the concept of 'intercultural learning'. Through intercultural learning, foreign language teaching aims to equip the learners with characteristics that help them become individuals ready for intercultural communication. Foreign language coursebooks, the most widely used resources in foreign language classes, are designed in accordance with this approach. In this thesis, the cultural content of two up-to-date Turkish as a Foreign Language coursebook sets published in Turkey and Germany are analyzed and compared on the basis of certain criteria and it is questioned how foreign language coursebooks can contribute to the process of intercultural learning. Keywords: Turkish as a Foreign Language, coursebooks, intercultural learning