An analysis of request semantics in B1-B2 level textbooks in teaching Turkish as a foreign language

This study aims to reveal to what extent the structures that inform linguistic guidance, suggestions, requests, orders and requirements within the framework of request semantics are included in textbooks at the B1 and B2 levels in teaching Turkish as a foreign language. Request semantics is one of the Deceptive functions of language and includes the types of orientation that the speaker performs for various purposes towards the addressee. These directions can be in the form of a direct order or request, as well as indirectly through suggestions, warnings, conditional structures, or patterns that indicate requirements. n this context, the request is not only a morphological element; it is also a multi-layered semantic category that can be evaluated in the context of discourse and pragmatics. Six Turkish textbooks widely used in Turkey constitute the data set of the research: Yedi İklim Türkçe (B1 and B2), Yeni Hitit (B1 and B2) and Gazi TÖMER Turkish for Foreigners (B1 and B2). These books have been systematically examined by dividing them into units, texts and dialogues in terms of content. Within the scope of the research, dialogues, texts, texts addressed to the reader and activity sentences in each book were scanned; morphemes carrying request semantics were determined and classified by content analysis method. The data were analyzed by dividing into formal, semantic and functional categories. In addition, it was evaluated how these request structures are presented in a functional context and what kind of communicative gains they target for the learner. The findings reveal that the semantics of desire are mostly used indirectly in dialogues and storytelling in books. Expressions such as "Please", "should/should", "you're welcome", "you need to", "will you knock on the door?" stand out among these structures. However, it has been observed that there is no systematic approach to the teaching of request expressions in books, and request forms are often presented out of context or implicitly. It has been determined that the books do not provide explanatory or awareness-raising content, especially in terms of teaching the request mode (structures that report requests, requirements, requests and suggestions). As a result of the research, it has been seen that the semantics of request has an important pragmatic dimension in teaching Turkish as a foreign language; however, textbooks do not structure this area sufficiently. However, expressions of the type of request are structures that directly affect the communicative competence of the language learner and improve the appropriate and effective use of language in a social context. In this context, it is suggested that the contents of the books should be revised in accordance with the goals of functional language teaching, supported by discourse-based and pragmatically oriented activities.