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Analyse der deutschlehrwerke Wie Bitte und Menschen A1.1. im hinblick auf wortschatzvermittlung
One of the primary aims of foreign language teaching is to teach students four basic skills (reading, writing, listening, speaking). The effective and sufficient use of these basic language skills is directly proportional to having a rich vocabulary. Therefore, studies aimed at improving vocabulary are fundamental constituents of the language learning process. Textbooks are the most often used resource in foreign language teaching. Determining the vocabulary teaching strategies used in textbooks is therefore crucial in revealing the quality of education. Vocabulary teaching in German as a foreign language also needs to be emphasized same as in all foreign languages. In this study, the international Menschen A1.1 textbook and the local Wie Bitte textbook were used to determine the targeted words to be taught, the number of applications, and the vocabulary teaching methods. In the textbooks, methods such as "listening," "reading," and "visuals" have been used more frequently in activities aimed at teaching vocabulary compared to others; methods such as "matching" and "games" have been used very rarely, and some have not been used at all. It has been determined that there is no equal distribution in the use of vocabulary teaching methods.
Yabancı dı̇l olarak Almanca, İngı̇lı̇zce ve Türkçe ders kı̇taplarında kültürlerarasılık konusu üzerı̇ne
The aim of this study is to analyse 'Das Leben A2', 'Cambridge English Empower A2' and 'Yeni Hitit Türkçe A1/A2' foreign language teaching materials prepared in three different languages (German, English and Turkish) in terms of intercultural competence. In our age of increasing globalisation and digitalisation, foreign language learning is not only limited to language knowledge but also includes cultural awareness and empathy skills. In this context, language teaching materials should not only provide linguistic competence but also reflect different cultural perspectives. In this study, three teaching materials were analysed through qualitative content analysis based on Maletzke's cultural structure criteria. Within the scope of the analysis; text types, visual elements, language skills, social roles, holidays, food culture, gender representations and access to media were evaluated. The results revealed that all three teaching materials contain cultural elements, but there are differences in their intensity and presentation styles. While the Turkish teaching material presents a more detailed and localised content in terms of cultural representations, the German and English materials exhibit a more systematic and multimedia-supported structure. The study emphasises that not only the content of the materials, but also how these contents are presented and how they are processed by the teacher are important for the success of intercultural language teaching. In this respect, the study reveals the potential of teaching materials to develop intercultural awareness and makes an original contribution to the literature in this field.