Task based vocabulary teaching activities for A1 and A2 level classes in teaching Turkish as a foreign language

Language is the most significant and advanced tool that helps the communities which are cultural organizations to communicate with each other. It has contributed to the relationships both between individuals and society and among societies. For this reason, language teaching has been important wherever and whenever there is a human being. In addition to mother tongue acquisition, foreign language learning and teaching has become the most basic and practical way to keep up with today's world. Foreign language teaching does not only include grammar teaching. From a holistic point of view, teaching the target language includes grammar, the four basic language skills of listening, speaking, reading and writing, vocabulary teaching and culture transfer. Even if vocabulary teaching is not seen as a basic skill area, it is one of the most significant language teaching elements that should be included in skill areas, grammar and culture transfer. An individual who is learning a foreign language is expected to use the words of the target language actively. Hence, it is necessary to carry out vocabulary learning and teaching studies based on the task-based language teaching method suggested by CEFR in order to bring language learners to this goal in Turkish as a foreign language classes. In this regard, İstanbul, İzmir, Yeni Hitit and Yedi İklim A1 and A2 level textbooks used in Turkish lessons as a foreign language have been reviewed in terms of the number of vocabulary teaching studies and their suitability for task-based language teaching. As a result of the review of these books, it has been observed that vocabulary teaching studies prepared with task-based language teaching method in Turkish as a Foreign Language lessons have hardly been included in the textbooks. The aim of this study is to propose task-based vocabulary activities for A1 and A2 levels in order to use it in teaching Turkish as a foreign language. Through these materials, which are thought to be missing in the literature, it is aimed to provide the intrinsic motivation for learners, to become a social language user, to overcome their language learning anxiety and to express themselves more effectively in the target language.