Examination of the questions under texts in the Turkish for Foreigners Teaching Set according to the Revised Bloom Taxonomy

Language is the greatest medium of communication within and between societies. For this reason, some important factors should be considered in the preparation of coursebooks, which are the main materials used for language education. Coursebooks should be prepared in a way that supports the learning process of students. In this respect, the texts in the coursebook and the questions included in the context of the texts should promote and facilitate learning and help to use cognitive skills at a high level. Taxonomies are used to measure the quality of education. The questions to be answered in this research are as follows: How are the questions in the listening and reading texts of Gazi TÖMER Turkish for Foreigners A1, A2, B1, B2 and C1 Textbooks and Workbooks classified in accordance with the cognitive processing and knowledge dimensions of "The Revised Bloom Taxonomy"? What is their frequency? The study aims to determine at what level and how often the questions of the listening and reading texts in the Gazi TÖMER Turkish for Foreigners Courses and Workbooks taught by Gazi University TÖMER- Turkish Research and Application Center are included in the cognitive domain of Bloom's Taxonomy. In this study, the descriptive research model, which is one of the qualitative research methods, was used. In descriptive studies, existing situations are presented and explained. In the scope of this research, the targeted language level is Turkish A1, A2, B1, B2, and C1. The study was limited to text-based questions prepared for listening and reading texts. The attributes desired to be achieved in the books were determined using the document analysis method. The analyzed data were categorized according to the taxonomy and language levels. While analyzing the data, descriptive analysis, which is the analysis of qualitative data, was practiced. In this study, current situations are discussed, and it is realized that there are 3090 questions in reading texts, while there are 1537 questions in the listening texts. When the number of text-based questions on reading and listening skills is compared, it is understood that the books contain fewer questions about listening skills. In line with cognitive processes in the reading texts, it was confirmed that the remembering questions (1514) were included the most while creating questions (1) were minimal. Regarding the knowledge dimension, the factual knowledge dimension (1468) was included the most, while the questions related to the metacognitive knowledge dimension (30) were included the least. In the listening texts, while the questions related to the remembering (1318) of the cognitive processes were included the most, the questions related to creating (2) were included the least. Examples of questions regarding the level of evaluation could not be attained. In line with the knowledge dimension, it is seen that questions about factual knowledge (1130) were involved the most, and questions about metacognitive knowledge (39) were involved the least. Consequently, it is confirmed that the questions prepared for reading and listening texts are insufficient to study the metacognitive targets.