Research Article / Araştırma Makalesi Cite as/ Atıf: Demirkol R. (2024). Yabancılara Türkçe öğretimi ders kitaplarındaki etkileşim etkinliklerinin D-AOBM tamamlayıcı cilt bağlamında değerlendirilmesi: Gazi yabancılar için Türkçe örneği. Turkish Studies - Education, 19(1), 73-94. https://dx.doi.org/10.7827/TurkishStudies.72845 Received/Geliş: 03 October/Ekim 2023 Checked by plagiarism software Accepted/Kabul: 20 March/Mart 2024 Published/Yayın: 25 March/Mart 2024 Yabancılara Türkçe Öğretimi Ders Kitaplarındaki Etkileşim Etkinliklerinin D-AOBM Tamamlayıcı Cilt Bağlamında Değerlendirilmesi: Gazi Yabancılar için Türkçe Örneği Evaluation of Interaction Activities in Teaching Turkish to Foreigners Textbooks in the Context of D-AOBM Complementary Volume: The Case of Gazi Turkish for Foreigners Rabia Demirkol * Abstract: In this study, it’s aimed to evaluate the interaction activities in the textbooks used in teaching Turkish to foreigners in the context of the CEFR companion volume. Gazi Yabancılar İçin Türkçe B1 textbook was chosen to be analyzed. With CEFR companion volume, foreign language teaching is not only seen as the transfer of grammatical abilities and basic skills, but also it is aimed to use the language in a functional way in communication environments. Method books prepared within the scope of teaching Turkish to foreigners should be compatible with the new volume in terms of interaction activities/tasks. Field titles for interaction activities were created from the companion volume CEFR. The study was carried out in a qualitative research design and the data obtained through document review was evaluated with content analysis. As a result of the research, it has been determined that the greatest number of activities/tasks in Gazi Yabancılar İçin Türkçe B1 are in the titles of understanding the interlocutor, informal discussion, conversation, information exchange and general written interaction. Activities were met with tasks such as preparing a dialogue, expressing ideas about cultural issues, telling short stories/tales, giving advice, making oral presentations, writing an advertisement text and responding to it within the areas of speaking and writing skills. In conclusion, no activity/task was determined regarding online interaction. It is suggested to design tasks related to how to become a member of foundations such as TEMA, Yeşilay, Kızılay for online activities or how to register for a Black Sea tour. Structured Abstract: Introduction: Today, with the increasing importance of globalization, interest in different languages and cultures has also increased and this has directly affected language learning. De Bot (2007) states that with the recent developments in the media, foreign language learning has become much more accessible than in the past. Savignon (1991) stated that communication in second/foreign language teaching is the dominant influence on the choice of teaching methods and materials. Pessoa and De Urzêda Freitas (2012) see foreign language teaching as an "emancipatory" practice and emphasize the need for a critical approach in this field. Since language teaching cannot be handed over to a haphazard process, it is clear that an effective plan and program should be made. Lai and Li (2011) emphasized the importance of task-based language teaching and stated that language users should act with this approach in language learning and teaching. Media and technology developments in recent years have inevitably affected the field of Turkish language teaching. For many years, teaching Turkish as a mother tongue has been a field of research, and deficiencies and suggestions in this field have been discussed. The regional and global influence of Turkey and * Öğr. Gör., İstanbul Nişantaşı Üniversitesi, TÖMER Lect., İstanbul Nişantaşı University, TÖMER 0000-0003-0998-7393. demirkol.rabia@nisantasi.edu.tr