in teaching Turkish as a foreign language vocabulary teaching in the level of B1

The aim of this study is to determine and evaluate the vocabulary teaching activities in the textbooks of Ankara University TÖMER Yeni Hitit 2 For Foreigners, Gazi University TÖMER and İstanbul DİLMER Foreign Language for Foreigners B1 level textbooks employed as sources in teaching Turkish as a foreign language. The study in which the descriptive analysis method is used has been designed in accordance with the screening model. In the light of Schmitt's vocabulary teaching strategies, an analysis has been conducted on the basis of the vocabulary teaching activities and reading texts in the books examined in the research to determine whether the verbal existence provides a partnership or a unity on a comparative dimension. As part of the particular aim, Ankara University TÖMER Yeni Hitit 2, İstanbul University DİLMER and Gazi University TÖMER For foreigners, Turkish (B1) textbooks were taken as samples and examined in the context of 15 different vocabulary teaching techniques determined by Schmitt (1997). Textbooks examined during the research process were determined through the random sampling method. The vocabulary teaching techniques of both textbooks were compared, vocabulary teaching approaches and activity types being evaluated. In addition, the activities related to vocabulary teaching as well as abstract and concrete vocabulary ratios within the scope of common themes in these three books that are used extensively in the literature, have been evaluated comparatively in the direction of the guidelines indicated in CEFR. According to the results obtained, when, in teaching Turkish as a foreign language, the topics to be taught at A1 and A2 (basic levels) are discussed in the direction of the guidelines indicated in CEFR, common subjects show integrity in textbooks. It can be said that nearly 2000 words are taught at this level. At B1 (intermediate level), this the case is different. From the intermediate level, the student, as determined in the direction of this study, encounters abstract concepts, pattern words and phrases. Therefore, from the middle level, it might be inferred that the student is making progress towards the depth of culture by encountering abstract expressions. Given the results achieved, a learner who does not have a sufficient knowledge of vocabulary at A1 may feel bored leading to a lack of motivation when faced with unsuitable texts for the level. For this reason, it is important that a learner encounter texts in which the words appropriate to the level of the learner occur. In this context, event and situation narratives can be regarded as an element facilitating vocabulary learning for the learner. In intermediate level reading books, daily conversation about life, phrases and expressions, elements such as people and chain of events will contribute to vocabulary expansion by increasing learners' curiosity and facilitating their vocabulary learning. Reading texts used in vocabulary teaching, sub-text questions and the nature of their activities should be studied. The vocabulary teaching activities in the textbooks should be structured in a way that conforms to the word-tightness studies. Particularly in the reading texts of the lesson tools which will be formed in the teaching of the Turkish language as a foreign language, more studies should be done for the consolidation or use of the words learned previously than the new vocabulary teaching. The structuring of the reading texts and the text sub-questions in textbooks prepared from the past as textbooks prepared according to the themes determined for the basic-middle-advanced levels in the teaching of Turkish as a foreign language by taking into account the techniques that Schmitt has determined for the activities of vocabulary teaching have a positive impact on Turkish learners It is envisaged. Key Words: teaching Turkish as a foreign language, vocabulary teaching, building vocabulary techniques.