Listening is defined as understanding, interpreting, evaluating, organizing, fixing ideas put forward in communication between listener and speaker, and identifying valuable ones to be stored in memory (Taşer, 2002: cited in İşcan and Aydın, 2014). At the initial learning stages, language skills learners are exposed to are perceptive skills, namely reading and listening which has a vital importance for them to recognize vocabulary and perceive its pronunciation correctly. After detecting vocabulary, learners are expected to understand and convey messages in their target language. This is merely realized by learners who improve their listening skills in the target language; thus, they express their ideas more clearly, they accelerate their language skills and maintain mutual conversation and monologues dramatically underlined in Common European Framework for References (CEFR). Even though there have been studies on Turkish teaching textbooks, study based on listening skills are not encountered. Therefore the aim of this study is to investigate to what extent the listening activities in the Turkish textbooks cover the scales of CEFR, make a comparative study among the books and present suggestions. At the end of the study, it is found that the activities in the listening parts and the guidance in instruction parts lack to embolden learners and motivate them before, during and after listening activities.
Teaching Turkish as a foreign language, listening skills, course books, CEF