The essential element in language learning processes is the learner and the teacher. The common tool of both the learner and the teacher is the materials. For teachers, the material is an important educational component not only in terms of use but also in terms of the production process. At the beginning of these components are textbooks and story books as supplementary resources. Hayden White (1981, p.1) also defined narrative as “transforming the known into narrative”, in other words, “transforming human experience into forms compatible with meaning structures”. Since this transformation process is a special field, it is considered as one of the branches of art. When it comes to foreign language teaching, narrative texts in storybooks and textbooks require expertise in teaching the language to be taught as a second/foreign language, as well as literary competence and competencies. The study was structured in this context and focused on the development process of narrative texts used in teaching Turkish as a foreign language and the important points to be considered in the process. After teaching Turkish as a foreign language and the narrative text were discussed in the theoretical framework, a selection consisting of the relevant acquisitions in the Ankara University TÖMER Turkish as a Foreign Language Teaching Program prepared in accordance with the Common European Application for Languages was shared and the importance of the variables in the process of creating a new text was emphasized. The information in the study is created by feeding from the literature, but also reflects the acquisitions from the practice.

Narrative, text, Turkish, foreign language, teaching.