Abstract In teaching Turkish as a foreign language, textbooks are the most frequently used material in the teaching process of students. While students are learning Turkish, they mostly learn from textbooks. For this reason, the fact that the texts used in the book are functional and strong in terms of various variables will provide efficiency in the Turkish learning process of the students. The semantic strength of the reading texts in the textbooks will enable students to create clearer templates in their minds, and in this way, students will learn Turkish more efficiently. Semantics, also known as semantics, is a science that examines the language in comparison with its meaning dimension. Motific, theme and isotopy, which are the elements of semantics, are the concepts examined in terms of the meaning dimension of the texts. The aim of this study is to determine the motifics, themes and isotopy elements in the reading texts in the Istanbul C1 book, which is used as a textbook in teaching Turkish to foreigners. The model of the study is qualitative research. The data collection tool is document review. In this context, the texts were read and motific, theme and isotopy elements were determined. The frequency of the motif was determined from these elements, and the percentage ratio was calculated according to the number of sentences in the text. Content analysis method was used in the analysis of the study. According to the findings obtained as a result of your study, it has been determined that 36 reading texts in the Istanbul C1 book contain a total of 1424 motifics, 53 themes and 39 isotopies. According to the results of the study, the richest unit in terms of motif, theme and coherence elements was accepted as the first unit with 233 motifics, 5 themes and 5 isotopies.
Keywords: Semantics, Teaching Turkish to Foreigners, Text, Linguistic, motific, theme, isotopy.