An analysis of the reading texts in the Yeni Istanbul Turkish workbook in terms of grammar in the context of teaching Turkish as a foreign language

This thesis aims to investigate the extent to which the reading texts in the workbooks used in the field of teaching Turkish as a foreign language represent the grammar topics targeted in each unit. For this purpose, the reading texts in the Yeni İstanbul Turkish Workbook for International Students, one of the most commonly preferred books in the field, were analyzed. The research seeks to determine whether the reading texts contain content that supports grammar instruction. The Yeni İstanbul Turkish Workbook for International Students examined in the study consists of five levels: A1, A2, B1, B2, and C1. Each level's workbook is divided into three subunits: A, B, and C. Each subunit contains one reading text, resulting in a total of 18 reading texts per level. In total, 90 reading texts across all levels were examined, and the findings are presented in tables. To reach the results, a total of 90 reading texts from all levels (A1, A2, B1, B2, and C1) of the Yeni İstanbul Turkish Workbook for International Students were analyzed using the document analysis technique, which is one of the qualitative research methods. The study identified to what extent the grammatical elements in the texts included the grammar topics taught in the unit, whether the grammatical elements in the texts reflected the functions taught in the corresponding unit, and whether there was consistency between the units in terms of these two aspects. According to the findings, the rate of inclusion of grammatical structures in the texts is 0.62 at the A1 level, 0.43 at the A2 level, 0.27 at the B1 level, 0.26 at the B2 level, and 0.14 at the C1 level. Accordingly, a decreasing trend is observed from A1 to C1. In conclusion, while the support for grammar objectives through reading texts is higher at beginner levels, this support decreases at intermediate and advanced levels.