Abstract
CULTURAL LITERACY IN TERMS OF TEACHING TURKISH AS A FOREIGN LANGUAGE
The purpose of this research is to evaluate the contribution of the existing material to the learner's cultural literacy, based on the reading texts and accompanying visuals in the C1 level textbooks. For this, genre, type, tone appearances of the texts, which belong to the superstructure, were examined with the text linguistic method, the cultural indicators in the texts were determined and semiotic analysis was made in the context of denotation and connotation. These texts have been evaluated in terms of the C1 reading competencies specified in The Common European Framework of Reference for Languages (CEFR, 2020) and the presentation of the cultural elements they contain. The absence of a standard language and culture teaching program due to language levels (A1-C2) in Turkish Language Teaching Programs for Foreigners has made it necessary for language teaching centers to develop their teaching programs and materials. The success of current course materials in conveying the target language and culture does not provide teaching and learning efficiency. In this research, the textbook called "New Istanbul Turkish for International Students C1 (2021)", which is taught in universities that prioritize cultural transfer in teaching Turkish to foreigners was examined. The study, in which the qualitative research method was preferred, was structured according to the case study. The data have been tabulated according to the superstructural components, genre, type, and tone evaluations of text linguistics, with the relation of denotation and connotation of cultural indicators that semiotic analysis draws attention to.
Keywords
Text linguistics, semiotics, cultural literacy.