Examination of root values in teaching Turkish to foreign textbooks

Values ​​education in teaching Turkish to foreigners is considered important in terms of introducing the cultural values ​​of the Turkish society and ensuring reconciliation of the language learner with the society in which he/she lives. The aim of this study is to examine the situation of the reading texts in the textbooks teaching Turkish to foreigners in terms of root values. The data set of the research, which was carried out by document analysis in the qualitative research method, consists of reading texts in independent language level textbooks belonging to Yedi İklim, Gazi TÖMER and Yeni İstanbul publishing houses. Root values ​​were examined in a total of 124 texts in the books selected according to the criterion sampling method. The data of the study were analyzed by content analysis. Root value sentences in the texts were determined at the B1 and B2 level for each publishing house, in accordance with the table showing the root values ​​and sub-attitudes determined by the Education and Training Institution in 2017, and the root value numbers of the book sets were explained through prepared graphics. After the data of the books belonging to the same publishing house were presented together, the root value numbers of the book sets at the independent language level were reached. Based on these numbers, the root value results of the reading texts at the independent language level in teaching Turkish to foreigners were reached. As a result of the study, a total of 723 values ​​were determined in the book sets Yedi İklim (f=246), Yeni İstanbul (f=243), Gazi TÖMER (f=234). While helpfulness (f=91), honesty (f=88) and self-control (f=78) are the most frequently mentioned values ​​in the texts, justice (f=64), patience (f=63), love (f=62) are the least mentioned values. In the cross-level examination of the publishing houses, it was seen that the root values ​​increased as the language level increased, except for the New Istanbul textbook. However, according to the findings obtained by comparing the distribution of values ​​among the publishing houses' own levels and among the three publishing houses together, it was determined that the values ​​given priority in each book examined were not similar to each other. Based on the diversity of results regarding root values ​​between the B1-B2 levels of publishing houses and at the independent language level of different publishing houses, in order to minimize this difference, joint planning should be made between field experts, publishing houses and book authors, preparation of a program on how values ​​education should be carried out and the best use of texts in text selection. Suggestions such as considering the root values ​​that are rarely included are presented.