Analysis of Coursebooks Used in Teaching Turkish as A Foreign Language in The Context of Intercultural Communicative Competence
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The most rudimentary teaching materials in foreign language education are textbooks. The textbooks aim to create awareness about the target culture to a certain extent while teaching the target language's vocabulary and linguistic structures. Along with activities that convey information about the target culture, touching upon their culture, making them feel that this culture is valuable, and thus creating awareness about the value as to all cultures in the eyes of the learner enables the language learner to develop a positive attitude towards the target culture. In this sense, it is essential to touch upon learners' own cultures in the teaching process to develop intercultural communicative competence and, thus, develop positive attitudes towards the target culture. In this study, the question "To what extent is intercultural communicative competence included in the textbooks used in teaching Turkish as a foreign language?" will be dealt with. The study's research model was determined qualitatively, and the document analysis method was used to determine the data. The sample of the study consists of the Turkish Teaching Course Book - Yedi İklim Türkçe Öğretim Seti (YİTÖS) B2 Level prepared by Yunus Emre Institute, which is widely used in the field, and the Istanbul Turkish Teaching Course Books for Foreigners (İTÖS) B2 Level prepared by Istanbul University academic staff. As a result of the analysis of the data, it was determined that the ratio of the number of activities supporting intercultural communicative competence to the total number of activities was 7% in the İTÖS B2 textbook and 8% in the YİTÖS B2 textbook. Besides, it has been determined that activities containing elements that might support intercultural communicative competence gain more weight in both coursebooks' productive skills.