Comparative analysis of textbooks used in teaching turkish to foreigners in the context of vocabulary teaching

The most basic element in language learning is the word, which is at the center of acquiring basic language skills and all learning, and therefore it also has priority in the foreign language teaching process. In teaching Turkish as a foreign language, an individual's ability to use the four basic language skills (listening, reading, speaking, writing) effectively and to express himself/herself in the best way depends on the development of his/her vocabulary. An individual with a rich vocabulary learns both the native language and the foreign language much faster, understands what he/she reads or listens to better, and expresses himself/herself more comfortably. For this reason, studies on vocabulary in teaching Turkish to foreigners are of great importance in providing individuals with the vocabulary of our beautiful Turkish. The most frequently used material in teaching Turkish to foreigners is textbooks. Word teaching strategies, word teaching methods-techniques and activities in textbooks have great importance in developing the vocabulary and using Turkish correctly and in an understandable way. This research is a qualitative research that aims to comparatively examine the textbooks used in teaching Turkish to foreigners in the context of word teaching strategies. "Qualitative research is a research in which qualitative data collection methods such as observation, interview and document analysis are used, and a qualitative process is followed to present perceptions and events in a natural environment, in a realistic and holistic way" (Yıldırım and Şimşek, 2013: 45). Document analysis technique will be used in the research. "Document review is the analysis of materials containing information about the research topic. Both written and visual (picture, video etc.) materials can be used in document review" (Metin, 2015: 363). In the study, the textbooks used in teaching Turkish to foreigners were accepted as the universe. The ''Yeni İstanbul A1, A2'', ''Yeni Hitit A1, A2'', ''İzmir A1, A2'' Teaching Sets used in teaching Turkish to foreigners constituted the sample of the research. Content analysis technique will be used in the analysis of the data obtained in the research. "The basic process in content analysis is to bring similar data together within the framework of certain concepts and themes and to organize and interpret them in a way that the reader can understand" (Yıldırım and Şimşek, 2006). In the scope of the research, the data will be collected through the vocabulary teaching strategies, methods, techniques and activities in the ''Yeni İstanbul A1, A2'', ''Yeni Hitit A1, A2'', ''İzmir A1, A2'' Teaching Sets. The content analysis technique will be used in the analysis of the data obtained in the study. "The basic process in content analysis is to bring similar data together within the framework of certain concepts and themes and to organize and interpret them in a way that the reader can understand" (Yıldırım and Şimşek, 2006). The basic purpose in content analysis is to reach concepts and relationships that can explain the collected data. The problem statement determined within the framework of the purpose of the research: - What is the usage status and frequency of vocabulary teaching strategies in the A1 and A2 textbooks used in teaching Turkish to foreigners? - Are there any differences in terms of vocabulary teaching strategies in A1 and A2 textbooks used in teaching Turkish to foreigners?