Analysing listening skill in course books of Yedi İklim Türkçe

The set books named Yedi İklim Türkçe which was published to teach Turkish for foreigners by Yunus Emre Enstitüsü were analysed for listening skill in this study. The study was about the rate of listening skill in course books, achivement tables for listening skill, comparing activities in course books, instructions of the activies and process of listening. The rate of four skill was reviewed to understand how often listening skill took place in course books. The results were shown on the graphics. Analysing the listening achievement, the achievement tables in the programme prepared by Türkiye Maarif Vakfı were used. The achievement tables were parepared according to the Common European Framework of Reference For Languages (CEFR) for six level scales in 2019. With the help of these achievement tables, the rate of achievements in course books were acquired. The results were presented on tables. The types of activities for listening were also analysed and the rate of usage was showed in graphics. The instructions for listening activities were reviewed and reported the problems about the instructions of the listening activities with the help of the examples taken from the course books. Besides, pre-listening, while listening and post-listening processes were assessed and the example activities from the course books were shown in research. Document analysis which is one of the qualitative research methods was used to collect the data inthis study. It was determined that listening skill in course books of Yedi İklim Türkçe was less than the other skills when the findings were assessed. Listening activities such as filling the blanks, completing the sentences, True-False questions etc. were varied. However, authentic materials and texts were used less. It was determined that the variety of linguistic areas was provided. The instructions were detected to have some problems and some were irrelevant to the activities. The examples about these problems were given in the research. The listening skill achievements were related to the achievement lists prepared by Türkiye Maarif Vakfı. The process of listening was ignored in the books when listening activities were analysed. Pre-listening activities were ignored the most. They were not given in the course books, but they were taken place in teacher's book as an advice. While- listening and post listening activities were given enough in the books especially while- listening activities were not ingored. Key Words: teaching Turkish for foreigners, listening skill, Türkiye Maarif Vakfı, Yedi İklim Türkçe, Yunus Emre Enstitüsü