Turkish Education Research Articles

LANGUAGE LEARNING STRATEGIES OF FOREIGN LANGUAGE LEARNERS: TURKISH LANGUAGE CASE

Strategies are learning paths that make learning easier, faster, more enjoyable, more directed, more effective and more easily transferable to a new situation. Within this scope, the aim of this study is to determine the learning strategies used by foreign language learners. Therefore, case study design was preferred. The data collected form 15 foreign students through observation and interviews to reach detailed findings. Participants were determined by criterion sampling, which is a subtype of purposive sampling method. The data obtained from the observation form, researcher's notes and interview reports were evaluated by descriptive analysis and were categorized as memory, cognitive, compensatory, metacognitive, affective and social strategies. According to the results, each student's strategy preference and frequency varies regarding to the student's personality traits, comprehension level, language level, socio-cultural characteristics, gender, mother tongue, and the subject learned. Moreover, students prefer memory, cognitive, and compensation direct strategies more than metacognitive, social, and affective indirect strategies. This study theoretically extends the conceptual frameworks of previous measures of language learning strategies from English language learning to L2 Turkish language learning. Important pedagogical and educational implications are provided for L2 Turkish educators to encourage L2 Turkish learners to explore their own learning strategies.

Communicative exercises in textbooks

Relevance. The consideration of communicative exercises in textbooks aimed at language acquisition has always been at the forefront of scientific and pedagogical doctrine. Undoubtedly, this is due to the priority given to the use of such exercises, as they are extremely effective and help learners in their language learning process. In addition, such exercises have a positive impact not only on educational activities but also on the interpersonal relations between learners and teachers.Purpose. The aim of this paper is to analyse different communicative exercises in linguistic textbooks, in particular, �Kazakh language: Basic level (A1): Textbook�, Yedi Ikilim Turkish. Yunus Emre Institute �Turkish Teaching Set Textbook Level A1�, �Learning the Bashkir language�.Methodology. To achieve this goal, the article applied a list of scientifically methodological tools which helped to look at this issue in depth. Accordingly, the functional and systematic methodological approaches, methods of analysis and synthesis, comparison, and deduction were the main ones.Results. Regarding the main results in the paper, the theoretical and practical foundations of the issue under study are directly relevant. The first part of the study consists of a theoretical analysis of the basic concepts, in particular, their properties and attributes. The next component accommodates the basics of practical implementation of the theoretical material in question, i.e., it directly compares examples of communicative exercises and determines their relevance and effectiveness.Conclusions. A priority for future research is certainly the consideration of the main communicative exercises used in the study of the Kazakh language. The practical value of the study lies in the fact that it can be effectively used both by teachers when preparing for classes and by methodologists developing curricula.

The Place of Digital Literacy in Turkish Education

Çalışmanın amacı; Türkçe eğitiminde dijital okuryazarlığa yer verilme durumunu tespiti etmektir. Buradan hareketle 5, 6, 7 ve 8. sınıf Türkçe ders kitapları; dijital okuryazarlık kavramlarına yer verip vermeme açısından incelemeye tabi tutulmuştur. İnternet çağında dijital okuryazarlık büyük öneme sahiptir. Büyük öneme sahip olan dijital okuryazarlığın dil öğretiminde yerini alması önemlidir. Özellikle Türkçe eğitiminde okuryazarlık kavramının her açıdan incelenmesi dijital okuryazarlık kavramını da ön plana çıkarmıştır. Böylece çalışmanın merkezi haline gelen dijital okuryazarlığın Türkçe eğitimindeki yeri ders kitapları özelinde incelenmiştir. Nitel araştırma yöntemlerinden doküman incelemesi tekniği ile çalışma yürütülmüştür. Öncelikle alan yazın taranmış ve konuyla ilgili bilgi toplandıktan sonra incelenecek ders kitapları tespit edilmiştir. Ders kitaplarını dijital okuryazarlık açısından incelenmek için “Dijital Okuryazarlıkla İlişkilendirilen Analiz Birimi Kelimeler” listesi oluşturulmuştur. Liste oluşturulurken alanda yapılan çalışmalardan yararlanılmıştır. Daha sonra ders kitapları incelemeye tabi tutulmuştur. Çalışmanın sonucunda Türkçe ders kitaplarında yer alan 192 metin ve 1094 etkinlik incelenmiştir. 192 metin içerisinde 65 metin; 1094 etkinlik içerisinden ise 182 etkinlik doğrudan dijital okuryazarlıkla ilgili kavramlara yer vermiştir. Etkinliklerin dijital okuryazarlığı yansıtma açısından sayısal olarak az olduğu, içerik açısından dijital okuryazarlık becerilerini geliştirme noktasında zayıf olduğu görülmektedir. Kitaplardaki metin ve etkinlikler içinde dijital okuryazarlıkla ilişkilendirilebilecek kavramlar olsa da doğrudan konu üzerine eğilen metinlerin az olduğu görülmüştür.

Türkçe Öğretmeni Adaylarının Dijital Okumaya Yönelik Tutumlarının İncelenmesi

Developing technology has changed many situations and has led to specific changes in how people read. Nowadays, digital reading activities through electronic media/devices and printed materials have started to increase daily. This research aimed to examine the digital reading attitudes of Turkish teacher candidates in terms of different variables. For this purpose, the research was structured according to the relational screening model, which is a quantitative method. Scanning models are an approach that allows you to describe a past or present situation as it is. The research sample consists of 224 Turkish teacher candidates studying at Akdeniz University in 2022-2023. The research data was collected with the Digital Reading Attitude Scale, and the data accessed using SPSS 24.0 was interpreted with ANOVA and t-test to analyze the data. Based on the findings of the research, it was observed that there was no significant difference in the digital reading attitudes of pre-service teachers in terms of gender, grade level, reading preferences (printed/digital material), and digital reading time variables. Still, a significant difference was observed in terms of reading proficiency.

A Mixed-Method Study on the Distance Education Process Experienced in the Faculties of Education

Based on the experiences of preservice Turkish teachers (PTTs) along with the transition to distance education, the objective of this study was to evaluate their views on this process in terms of various variables and determine the problems they experienced during the distance education process. One hundred eighty PTTs constituted the sample of the present mixed-method study. Afterward, 40 PTTs were selected from the sample by the criterion sampling method, and their responses to open-ended questions constituted the qualitative data. The data were collected online using the “Interview Form for Distance Education” developed through Google Forms. Descriptive statistical (percentage and frequency distributions) techniques, the chi-square technique for a single sample and two variables were used to analyze quantitative data, and the qualitative data were analyzed by content analysis. The study showed that most PTTs regarded the attainments obtained through distance education as not equivalent to face-to-face education, and there was no significant relationship between these views and gender, grade level, and grade point average. However, there was a significant relationship between PTTs’ problems in distance education, their places of residence, and connection speed. Furthermore, while quite few PTTs thought that distance education was beneficial to developing higher-order thinking and language skills and enriching interaction, most preservice teachers found distance education useful in terms of providing an opportunity to repeat the course content and ensuring space and time flexibility.

Some Nursery Rhymes that can be used in Pre-School Turkish Education in Kosovo

Some Nursery Rhymes that can be used in Pre-School Turkish Education in Kosovo

The virtual environment has led to the degeneration of the Turkish language!

Üsküdar University Turkish Teaching Application and Research Center (ÜSTÖMER) Director Instructor Selçuk Duman evaluated the use of language by the new generation and the deformation of language.

Trends of Postgraduate Studies on Digital Games in Turkish Education

Bireylerin öğrenme süreçlerinin temel parçalarından biri olan oyunlar, gelişen teknoloji ile beraber dijital ortamlarda ve eğitimde dikkat çekecek derecede var olmaya başlamıştır. Dijitalleşme çağında, dijital oyun tabanlı öğrenme uygulamaları, potansiyel olarak bireylerin dijital deneyim kazanmalarına, eleştirel düşünmelerine, bilgi aktarımı yapmalarına, dil gelişimlerine önemli katkıda bulunmaktadır. Araştırmada Türkçe eğitiminde dijital oyun konusuna yönelik hazırlanmış lisansüstü çalışmaların eğilimlerini incelemek amaçlanmıştır. Bu amaç doğrultusunda araştırmada nitel araştırma yöntemlerinden olan doküman inceleme tekniği kullanılmıştır. Araştırmanın örneklemini, Ulusal Tez Merkezi arşivinde yapılan tarama sonucunda, Türkçe eğitiminde dijital oyun konusu ile ilgili yazılmış on (10) tez oluşturmaktadır. Bu tezlerin dokuzu (9) yüksek lisans, biri (1) ise doktora düzeyinde tezlerden oluşmaktadır. Araştırmanın bulgularından hareketle, konuyla ilgili yapılmış olan çalışmaların 2021 ve 2022 yıllarında arttığı, araştırmalara daha çok Prof. Dr. ve Doç. Dr. ünvanına sahip olanların danışmanlık yaptıkları, yöntem seçimlerinde ise karma desenli yöntemlerin daha fazla tercih edildiği şeklindeki sonuçlara ulaşılmıştır.

A research on online self-regulated learning skills of pre-service Turkish teachers

With online learning being on the agenda again in higher education, university students had different views about the online learning process. While some students evaluated this process as an advantage, others expressed the difficulties of the process. There are reasons, such as students' ability to organize their learning processes and being aware of their capacities under these different views. It was observed that students possessing such skills implement various strategies during the learning process and adapt it to their needs. Self-regulation is a prerequisite for a successful learning process and emphasizes the learner's autonomy and personal preferences. Self-regulation skills have become more noteworthy, especially in the online learning process, where students become passive recipients. While students who have developed self-regulation skills in the online learning process are successful, students who do not have this skill are more disadvantaged. Therefore, in this process, we come across two opposite groups, those who turn online learning into an advantage and those who cannot manage this process. This study aimed to assess the self-regulated learning skills of pre-service Turkish teachers who underwent online learning. This study was designed according to the descriptive survey method and was limited to 1st, 2nd, 3rd, and 4th-grade students in the Department of Turkish Language Teaching. In this study, Online Self-Regulated Learning Scale used developed by Barnard et al. (2008) and adopted into Turkish by Samsa Yetik (2011). The obtained data were analyzed with the IBM SPSS Statistics 25 program. This study found that pre-service teachers' online self-regulation skills differed depending on their previous experience with distance education. Significant differences were found in different sub-dimensions of pre-service teachers' online self-regulation skills based on synchronous or asynchronous attendance in distance education courses.

Examining the Awareness Levels of Turkish Teachers about the 2019 Turkish Lesson Curriculum

Bu araştırmanın amacı Türkçe öğretmenlerinin 2019 Türkçe Dersi Öğretim Programı’na yönelik farkındalık düzeylerini incelemektir. Araştırmada nicel araştırma yönteminin kesitsel tarama modeli kullanılmıştır. Araştırmanın örneklemi 160 Türkçe öğretmeninden oluşmaktadır. Araştırmada veri toplama aracı olarak 25 madde ve 3 alt boyuttan oluşan “Öğretim Programı Farkındalık Ölçeği” kullanılmıştır. Veri analizinde, verilerin normal dağılım göstermediği tespit edildiği için non-parametrik testler kullanılmıştır. Araştırma bulguları sonucunda Türkçe öğretmenlerinin 2019 Türkçe Dersi Öğretim Programı farkındalıklarının hem alt boyutlarda hem ölçeğin tamamında yüksek olduğu tespit edilmiştir. Cinsiyet açısından “Bilişsel Farkındalık” alt boyutunda ve ölçeğin tamamında anlamlı fark bulunamamış, “Psikomotor Farkındalık” ve “Duyuşsal Farkındalık” alt boyutlarında anlamlı fark bulunmuştur. Mezuniyet durumu değişkeni açısından tüm alt boyutlarda ve ölçeğin tamamında anlamlı fark bulunmuştur. Hizmet yılı, öğretim programı ile ilgili gelişmelerin takip edildiği kaynak, en çok öğretmenlik yapılan yerleşim yeri ve okuldaki Türkçe öğretmeni sayısı değişkenlerinin alt boyutlarında ve ölçeğin tamamında anlamlı fark bulunamamıştır. Lisans mezunu olan öğretmenlerin öğretim programı farkındalık düzeylerinin daha düşük olduğu tespit edilmiştir. Yüksek lisans eğitimleri ile farkındalık düzeyleri yükseltilebilir. Mesleğe yeni başlayan öğretmenlerin öğretim programı farkındalıklarını yükseltmek amacıyla göreve başlamadan önce eğitim verilmesi onların ön bilgilerini hareket geçirmelerini ve temel bilgileri elde etmelerini sağlayacaktır.

Comparing Estimated and Real Item Difficulty Using Multi-Facet Rasch Analysis

This study aimed to compare estimated item difficulty based on expert opinion with real item difficulty based on data. For security reasons, some high-stakes tests are not pre-tested and item difficulty is estimated by teachers in classroom assessments, so it is necessary to examine the extent to which experts make accurate predictions. In this study, we developed a 12-item assessment test like the Turkish teacher certification exam. Item difficulty was estimated and compared separately based on 1165 student responses and the opinions of 12 experts. The study revealed that the experts had a good ability to estimate item difficulty for items of moderate difficulty. However, they tended to underestimate item difficulty for items categorized as medium-easy.

Comparison of 2009 and 2019 Turkish Curriculum Objectives in Terms of Visual Reading and Visual Presentation Skills

Effective use of visuals, which is one of the important coding systems in terms of understanding and expression effectiveness, in the communication process is as important as the basic language skills of Turkish. For this reason, visuals are used in language education, and therefore in language teaching curriculums, students need to understand visuals accurately, quickly and completely and express themselves effectively with them. In other words, content to improve visual literacy skills should be included. Because in Turkish education, visuals serve to create meaning, support the meaning or accompany the meaning. In the Turkish Curriculum for Grades 1-5, which was prepared within the framework of a constructivist approach and started to be implemented in 2005 in order for students to acquire these skills, for the first time, a learning area called "Visual Reading and Visual Presentation" was included alongside the four basic language skills with 28 objectives. This practice, which was not found in the teaching programs for secondary school of that period or the primary and secondary school levels of the following years, is thought to be appropriate in terms of developing students' visual literacy skills. It is aimed to compare the achievements of the 2019 Turkish Course Curriculum, which was renewed and implemented in 2018 and took its final form in 2019 with the achievements of the 2009 Turkish Course Curriculum (Grades 1-5), which started to be implemented in 2005 and took its final form in 2009 with some changes, additions, deletions and corrections in the context of visual reading and visual presentation skills in this study. Document analysis technique was used in the study, which was conducted in accordance with the descriptive research model and qualitative research method. The examination objects of the study are the Turkish curriculums published by the Ministry of National Education, Board of Education in 2009 and 2019. In this context, objectives related to visual reading and visual presentation were identified in the curriculums; the data are presented in tables. At the end of the research, suggestions were presented for curriculum designers and researchers.

Turkish Teacher Candidates' Views on Youth Literature

Bu çalışmanın amacı, Türkçe öğretmeni adaylarının gençlik edebiyatına yönelik görüşlerinin belirlenmesidir. Bu bağlamda çalışmada Türkçe öğretmeni adaylarının gençlik edebiyatına yönelik görüşlerini değerlendirmek amacıyla nitel araştırma yöntemlerinden durum çalışması kullanılmıştır. Araştırmanın çalışma grubunu Muş Alparslan Üniversitesinde öğrenimlerine devam eden 79 Türkçe öğretmeni adayı oluşturmaktadır. Çalışmada veriler araştırmacı tarafından geliştirilen “Görüşme Formu” ile toplanmıştır. “Görüşme Formu” Türkçe öğretmeni adaylarına “Google Formlar” ve “e-posta” aracılığıyla aktarılmıştır. Verilerin analizinde ise içerik analizinden yararlanılmıştır. Çalışmanın ihtiyaç duyulan her aşamasında uzman görüşlerine başvurulmuştur. Çalışma sonucunda Türkçe öğretmeni adaylarının büyük çoğunluğunun gençlik edebiyatı kavramını duydukları, Türkçe öğretmeni adaylarının gençlik edebiyatını en çok “ergenlik çağındaki gençlere yönelik edebiyat/gençlere hitap eden edebiyat” ve “gençler tarafından yazılan edebiyat/genç nesillerin oluşturduğu edebiyat” şeklinde tanımladıkları, Türkçe öğretmeni adaylarının gençlik edebiyatı denildiğinde akıllarına en fazla roman, öykü ve şiir türlerinin geldiği ve Türkçe öğretmeni adaylarının büyük çoğunluğuna göre gençlik edebiyatının çocuk edebiyatından ayrılan yönleri bulunduğu sonucuna ulaşılmıştır. Çalışmada bulgular alan yazını ışığında yapılmış araştırmaların sonuçlarıyla karşılaştırılmış ve çeşitli önerilerde bulunulmuştur.

Contemporary Education Systems: The Case of United States

Modernization efforts for the development of education systems were carried out in parallel with the needs of the age. In this direction, societies that have taken the step of modernization have first tried to revise their existing education systems and identify the prominent obstacles. Education systems have followed a very different course in history; It has been affected by many historical, geographical, economic, social, and cultural factors. The United States education system is an education system that is managed locally due to the history and structure of the country, where the education program, academic calendar, programs, school system structuring, and teacher appointments are determined by the states. In this study, first the political and cultural history of the country and then the functioning and structure of the education system are discussed. The study also compared the Turkish education system and US education. Finally, the study was concluded by including the problems encountered in the US education system.

A Critique of the Turkish Education System During the Early Republic Period (1923-1943) Based on Syed Ahmet Arvasi’s Idea

States established as nation-states in the 19th and 20th centuries have used education to defend their principles of existence and legitimacy. In this context, the Republic of Turkey, founded on the ruins of the Ottoman Empire, has made great efforts to transform its people into a modern nation-state. The most important tool of the state in this effort has undoubtedly been education. Since the basis of the republican ideology is secularism, the basic building block in education has also been secularism. The education system has been the most important part of secular modernization and the construction of a new national identity. New and secular values that form the national identity have been transferred and transmitted to new generations through education. In this context, education policies have been under the influence of the new regime for a long time since the founding of the republic. This study has drawn from Syed Ahmed Arvasi’s ideas in analyzing the historical development of education in Turkey, and identified that problems such as moral corruption, anarchy, lack of national consciousness, and lack of personality in today's society are closely associated with the secular education policies of the Republican period. In moving forward, the study supports Arvasi’s idea of educating the younger generation according to the principles of Turkish-Islamic culture. Future studies may explore further the viability of Arvasi’s ideas and how they can be implemented in the formal system of education in Turkey

Nissan's Reengineering and Applicability to the Turkish Education System

Organizasyonların değişen şartlara uyum sağlayabilmeleri, etkililiklerini ve verimliliklerini artırabilmeleri ve müşterilerin beklentilerini karşılayabilmeleri için değişime açık, esnek bir örgütsel yapıya sahip olmaları gerekmektedir. Bu bağlamda organizasyonların etkililiğini ve verimliliğini artıracak, yönetsel anlamda bir dinamizm katacak yeni yaklaşımlar ortaya çıkmıştır. İşte bu yeni yaklaşımlardan biri de değişim mühendisliğidir. Bu kapsamda değişim mühendisliği, organizasyonların iş akışı verimliliğini ve üretkenliğini artırmak için organizasyona katma değer katacak süreçlerle organizasyon yapısının hızlı ve radikal bir şekilde yeniden tasarlanmasıdır. Nitel araştırma tarzında oluşturulan bu çalışmada, değişim mühendisliğinin en belirgin örneklerinden biri olan dünyaca ünlü Japon otomotiv markası Nissan’ın 1999 yılında Ghosn ile başlayan yükseliş hikâyesi ele alınmıştır. Bu dönüşüm hikâyesinden yola çıkılarak değişim mühendisliğinin Türk eğitim sistemine uygulanabilirliği, eğitim sistemimizde son dönemde (1999-2023) yapılan değişiklikler ve yenilikler çerçevesinde değerlendirilmiştir. Sonuç olarak Türk eğitim sisteminde son zamanlarda yapılan değişiklikler ve yenilikler umut verici, ancak değişim mühendisliği adına yeterli değildir. Bu durumun temel nedeni ise Türk kamu yönetiminin dolayısıyla Türk eğitim sisteminin yönetimsel ve örgütsel yapıdan kaynaklanan sorunlarıdır.

A Descriptive Study On Media Literacy Course Problems: Social Studies and Turkish Teachers' Understandings

Students in today's digital age require media literacy abilities. Teachers must, however, understand and use the notion of media literacy in order to address issues such as their readiness for the lesson and their infrastructural skills, such as textbooks, activity use, and content. The purpose of this research is to present the challenges of the media literacy course from the views of the social studies and Turkish language instructors who teach it. The study group of the research, which was conducted using qualitative research methods, consists of 20 teachers working in five secondary schools located at the Center of Muş. The research data was gathered using a Semi-Structured Interview form and evaluated using the content analysis method. According to the findings, only a small percentage of teachers are aware of the skills of media literacy. A small number of teachers are also familiar with the goal and scope of the media literacy course. According to teachers, the biggest problem of the lesson is that it is elective. In addition to problems such as a lack of interest in the media literacy lesson and lack of course materials, teachers made explanations about the materials, activities, and methods they used. Finally, teachers recommended that teachers who will be teaching the lesson do student-centered training

Metalinguistic awareness and teacher self-efficacy beliefs of language teachers: A correlational study on prospective Turkish teachers

The concept of metalinguistic awareness, which refers to knowing and consciously applying the structural features of the language that people speak, is a concept related to being able to understand the language. It can be said that these skills are expected to be acquired by those who will teach language lessons. Because these teachers transfer all aspects of language to students. Thus, the aim of this study is to examine the relationship between Turkish teacher candidates' meta-linguistic awareness and teacher self-efficacy beliefs. For this purpose, 308 prospective Turkish language teachers were reached. Since these prospective Turkish teachers should have taken most of the skills and teaching courses, the students were selected from the 3rd and 4th grades. "Turkish Metalinguistic Awareness Scale", "Self Efficacy Belief Scale in Turkish Language Teaching" and "Teachers’ Sense of Efficacy Scale" were used as data collection tools. In the analysis of the data, t-test, correlation analysis and regression analysis were used. According to the findings of the study, it was concluded that metalinguistic awareness significantly predicted Turkish language teaching self-efficacy and teachers' sense of efficacy.

The Contribution of Educational Games and Fairy Tale Genre to Teaching Turkish to Foreigners: The Case of "The Land of Without Pronouns"

Education is a lifelong process that puts different learning areas to work. Language learning and teaching, which is one of these learning areas, is an area that has been given great importance in recent years and on which a lot of research has been done. The use of various literary products in this field, where many different methods and techniques are used, new materials are presented to the student, programs are developed considering the needs and student profile, makes it very easy to carry out the teaching. It is a fact that fairy tales, one of these literary genres, attract the attention of students, take them to different imaginary worlds, entertain them, evoke aesthetic feelings and contribute to language development. In addition to fairy tales, educational games also provide permanence in learning by focusing attention on the student. In education with the game, skills such as comparative thinking and decision-making become practical. In short, both physical and mental abilities develop in training with play. The aim of this study is to examine the contribution of fairy tales and educational games to the teaching of Turkish as a foreign language, the contribution of the fairy tale "The Land of the Pronouns" and the educational game called "The Pronoun Class" to be played later on the grammar learning of foreign students learning Turkish in Turkey. For this study, a total of 30 foreign national 6th grade students, 15 of whom were experimental and 15 of whom were control groups, studying at Ankara Sincan Ressam İbrahim Çallı Secondary School were selected by paying attention to the fact that their level of Turkish knowledge was equal. These students were first applied the pronouns prepared by the researchers as a pre-test of the achievement test, then the experimental group was told the tale written by the researchers and supported by an educational game. In the control group, the subject of pronouns was explained through plain expression and the pronouns achievement test was applied as a post-test in both groups. As a result of these applications, the permanence and success status of the subject of pronouns taught by fairy tales from literary text types were examined. In this study, semi-experimental design was used. The pre- and post-test results were analyzed by Mann Whitney U test in SPSS 2 6.0 program. According to the results obtained, the success average of the experimental group taught with fairy tales and educational games; The course was higher than the control group with straight a.It is thought that this study, which aims to include students in the learning process and to intuit their functions instead of memorizing the rules, will contribute to the development of students' language skills and increase the use ofeducational games with different types of literature.

An Examination of TTK Level 3, 4, and 5 Textbooks Used in Turkish Education of Turkish Heritage Language Speakers Living Abroad from the Perspective of Pragmatic Competence

The aim of this study is to examine the 3rd, 4th, and 5th level textbooks of the Turkish and Turkish culture course, prepared by the Ministry of National Education for Turks living in Europe and published in 2019, in terms of pragmatic competence and speech acts. The pragmatic information in the textbooks was collected directly through the document review method. The descriptive analysis method was adopted in the analysis of the data. A framework based on Vu's (2017) pragmatic tasks was created using Vellenga's (2004) classification to evaluate the pragmatic information in the textbooks. On this basis, it was determined that all three textbooks were informal and insufficient in terms of pragmatic competence and speech acts. No informative content for heritage language speakers in terms of pragmatic competence was encountered. Speech acts were conveyed to the heritage language speaker through implicit learning. In addition, it was observed that meta-pragmatic information related to speech acts, for example; when, where, and to whom it will be used, was not presented appropriately. Another finding is the lack of pragmatic activities, and it was determined that cultural activities, although few, were included in the textbook. In light of these findings, the need for a needs analysis for TTK textbooks has been expressed.