The comparison of the coursebooks of teaching Turkish as a foreign language and the coursebooks of teaching English as foreign language

It is inevitable to learn a foreign language in globalizing world that has no boundaries any more. The world acts one and only nation and learning a foreign language to communicate in this little planet is a must rather than a choice and luxury. English language comes into prominence in these circumstances. Teaching English have been conducted worldwide for years with plenty of sources in a wide range of methods and techniques in the light of various approaches. The books of teaching English have a certain system with regard to the content, units, themes and words. Language teaching is conducted in terms of A1-2, B1-2, and C1-2 level system. Teaching English has reached to a certain standard thanks to these books. University based publishings such as Cambridge, Oxford, Richmond present world-renowned printed, visual and auditory books. The themes, words of themes have similarities and exhibit a standardized frame. Besides English, Turkish is also one of the most common languages correspondingly. Based upon the usage of Turkish in a wide geography, and the rising role of turkey in the world, teaching Turkish as foreign language has a big importance. The mission of the books of teaching Turkish as a foreign language is quite valuable. Therefore, it is a significant component to fasten on the standards, quality and productivity the books serve. The aim of this thesis study is to make a comparison between the English teaching course books that have certain standards and course books of teaching Turkish as a foreign language in terms of themes prevailing units, the words (vocabularies) taught in these themes, routines and social expressions. Hereby identifying the differences between the course books of teaching English and the course books of teaching Turkish as a foreign language and specifying of the deficiencies of the Turkish course books involved are intended. Thus this research is aimed to be beneficial for the next editions. Primarily in this study, the concept word, teaching vocabulary, routines (formulaic sequences) and social expressions are dwelled upon. Subsequently, the comparison and acquired findings appear. For comparison involved, the course books of teaching English as a foreign language New Headway, Face2face, Big Picture; the course books of teaching Turkish as foreign language İstanbul, Gazi TÖMER, Yeni HİTİT 1 that all are A1 and A2 levels were examined. The comparison is also presented as a chart. In the final section, there are results obtained from the findings and recommendations for the books. Keywords: Turkish As a Foreign Language, Theme and Vocabulary, Teaching Vocabulary, Routines (Clichés, Formulaic Sequences), Teaching Turkish For Foreigners.