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Human beings have transferred all their knowledge and cultural experiences that they have acquired since their existence to future generations in various ways. Since the second half of the 20th century, the rapid increase in the world population, the removal of borders between countries, migrations, technological developments and the efforts of societies to recognize other cultures other than their own have affected all areas and caused the education and training processes to progress in a more systematic order. Foreign language teaching / learning processes have also been significantly affected by these developments. In this context, the Common European Framework of Reference for Languages prepared by the Council of Europe drafted in 1996 and started to be implemented in 2001 started to be used as a source text in foreign language teaching/learning processes in EU countries and countries that want to become a member of the union. With this text, the council determined the criteria (methodological, cultural, etc.) that should be in programs and course materials in order to perform language teaching more effectively, and decided to organize the teaching / learning processes according to these criteria. The aim of this study, in which the Common European Framework of Reference for Languages is taken as the source, is to determine the sociocultural elements in the educational content of the "Francofolie 1" textbook designed for teaching French at A 2 level and to describe the level of sociocultural elements in the OBM text. For this reason, the content of the “Francofolie 1” textbook prepared for young people aged 14-16 in 2005, was analyzed using the document analysis method. The book formally consists of three main tracks and nine units connected to these tracks, while the units consist of four courses and a total of thirty-six courses. As a result of the examination, it was seen that there were many elements reflecting the French culture as well as examples reflecting the Francophone culture and the cultures of other societies in the content. According to the results obtained from the document analysis, there are many examples in "Francofolie 1", from the culture of the target language to Francophone and other country cultures in accordance with OBM criteria. While the examples of French culture in the "Unité 0" and "Civilization" sections of the book are presented with colorful and attractive visuals, it is seen that the visuals accompanying the sociocultural content in the other units consist of simple drawings and a small number of real images. Since this situation will affect the motivation of the learners, the visuals accompanying the texts or sociocultural elements should be arranged in a way that will attract the attention of the learners, contribute to their creative thinking and meet their learning needs.

The contribution of sociocultural elements to learning processes in the teaching French as a foreign language: Example of Francofolie 1