An examination of secondary education German textbooks Deutschgenie and Deutsch Macht Spaß distributed by the MEB in terms of vocabulary teaching

The main purpose of this research is to determine the vocabulary of the German Deutschgenie A1.1. and Deutsch Macht Spaß A1.2. textbooks distributed in Anatolian and Science high schools by the Ministry of National Education. Another purpose of the research is to determine whether the words in these books are compatible with the European Language Portfolio language levels and whether the targeted achievements are compatible with the Common European Language Portfolio (AODP). Therefore, it is aimed to investigate the suitability of the words and vocabulary exercises in the books to the foreign language learning level of the students in the context of vocabulary learning strategies. In the relevant literature, the process of learning a foreign language includes four basic skills (reading, writing, speaking, listening). The importance of the research is to what extent the words given in the books examined support these four basic skills, and with which language learning strategy and vocabulary learning strategy the given vocabulary exercises are supported in order to ensure permanence. In this study, the content analysis method, which is one of the qualitative research methods, was used to analyze the vocabulary teaching sections German Deutschgenie A1.1. and Deutsch Macht Spaß A1.2. textbooks distributed in Anatolian and Science high schools by the Ministry of National Education given in textbooks were examined in the context of vocabulary learning strategies. At the same time, the vocabulary exercises in the examined books were supported with visuals and evaluated within the scope of the language and vocabulary learning strategies used. As a result of the findings, it was concluded that the goals and achievements in the foreign language learning process are compatible with the Common European Language Portfolio (AODP). In addition, it was determined that Determination/Detection Strategies, Memory Strategies and Cognitive Strategies were mainly used in the books examined. The most frequently used strategy was the Memory Strategy, whereas the least used strategy was the Detection Strategy. Among the strategies examined, it was concluded that Indirect Strategies, Affective Strategies and Compensatory Strategies were not included.