The suitability of reading texts in Turkish textbooks forforeigners to the common European Framework of Reference for Languages

Book-oriented and reading text-centered studies are not sufficient in teaching Turkish as a foreign language. For this reason, the reading texts in the New Istanbul Turkish for International Students teaching set were handled in terms of compliance with the Common European Framework of Reference for Languages at all levels. The quality of the textbooks was tried to be determined according to the reference text. Thus, it is aimed to provide ideas for book studies in the field and to contribute to the emergence of better studies on the quality of books. Reading texts at the levels of A1, A2, B1, B2, C1 were examined in terms of their suitability for the acquisitions, text types, text functions and language usage areas in the Common European Framework of Reference for Languages. Document analysis method was used in the study. There are eighty-nine reading texts in the teaching set, excluding the "From Culture to Culture" sections. Eighty-seven of these texts overlapped with the reading categories and achievements of the Common European Framework of Reference for Languages, while only two texts did not. However, fifty-seven of the eighty-nine texts are specially developed texts, while thirty-two are original texts. It has been found that the field of occupation, where public and personal fields are at the forefront in the texts, is the most neglected field. In terms of language functions, it has been determined that the functions of explaining and researching information are the most repetitive functions. In this context, suggestions were shared that the number of texts and discourse diversity in the teaching set should be increased, and that the different functions and achievements of the language should be included in the teaching set. Keywords: Teaching Turkish as a foreign language, textbook, reading texts, Common Reference Text