In the process of teaching Turkish as a foreign language, teaching reduplications, dual phrases that are formed repeating a word or a phone in the word, is considered more difficult in comparison to the teaching of other vocabulary items. This is mainly due to the fact that reduplications in Turkish are more abstract in nature and the individual words that form the reduplication lose their literal meaning when used in reduplications. Some are formed with words that do not have any practical use and meaning in daily language and used to express some abstract emotional states or phenomena, which poses a challenge while learning Turkish. The purpose of this study is to identify and analyze the reduplications in the various textbooks used for teaching Turkish as a foreign language. For this particular aim, the textbooks “Yedi Iklim” Turkish Teaching Set (levels A1-A2-B1-B2C1-C2), “Yeni Hitit” Turkish Teaching Set (levels A1/A2-B1-B2/C1), and “Gazi” Turkish Teaching Set for Foreigners (levels A1-A2-B1-B2-C1) were selected as samples and the reduplications identified in these fourteen textbooks were analyzed and categorized in accordance with the publication types, course levels, and types of reduplications and the data gathered through this analysis have been reported in this article. Results of this study revealed that “Yedi Iklim” Turkish Teaching Set (%48) and “Yeni Hitit” Turkish Teaching Set (% 27) textbooks include reduplications more than those of “Gazi” Turkish Teaching This rate is 25% in the textbooks of Turkish Education Set for Gazi Foreigners.When considered in terms of the classification of reduplications, it was seen that created with the most repetitions of the same word (70%) and created with antonyms (41%) take more place in textbooks.

Teaching Turkish to foreigners, textbook, vocabulary, reduplications.