Assessing the use of scaffolding in Turkish language textbooks for non-native speakers

The purpose of this research is to examine the suitability of textbooks for teaching Turkish as a foreign language to scaffolding. In this context, the research investigates whether scaffolding criteria are included in the textbooks for teaching Turkish as a foreign language, and if so, to what extent. In the research, descriptive analysis from qualitative research designs was used. The data source of the research is; which is thought to be frequently used in language teaching; "New Hittite Teaching Turkish for Foreigners" set, "Istanbul Teaching Turkish for Foreigners" set, "Yedi Climate Turkish Teaching" set, "Izmir Teaching Turkish for Foreigners" set constitute A2 level textbooks. Document analysis technique, one of the data collection methods, was used to create the data of the research. Textbooks were obtained for the research, and studies in the literature on scaffolding were examined. A criterion consisting of ten items was prepared in line with the opinions of field experts. The suitability of the scaffolding criteria, classified in the context of scaffolding and presented in tables, with the textbooks was examined. Scaffolding criteria and activities in the textbooks are grouped and presented in tables. Descriptive analysis, which is frequently used in qualitative research, was used to analyze the data obtained in the study. As a result of the examinations, modeling, asking questions, giving instructions, re-presenting the text, including visuals, activities based on social interaction and feedback strategies were mostly included in the Istanbul Turkish Coursebook for Foreigners. It has been determined that the strategies of explaining and wanting to complete rather than creating are mostly included in the New Hittite Turkish for Foreigners Coursebook, while the hint strategy is mostly included in the Yedi Iklim Turkish for Foreigners Coursebook.