Abstract:

This study was conducted in order to identify the problems teachers face in the teaching of German as a second foreign language. In the research conducted according to the quality research method, the phenomenological design was used. The study group was determined in accordance with the easy-to-accessed state sample. According to this, in the 2016-2017 educational year, a total of 32 German teachers working in the official and private high schools in the center of the Elazığ province were included in the work group. The data of the study was collected in a interview form consisting of nine questions and prepared by the researchers. When the interview form is created, the scan of the area has been done, the validity of the scope and the expert opinion have been taken into account. Imaginary analysis was used in the analysis of data. The research results were presented directly from the opinions of the teachers. According to the research findings, teachers within the research scope indicated that they considered German as a second foreign language necessary. The main problem that German teachers face when using their teaching methods is that they can’t get out of the usual. Teachers have pointed out that the lack of sufficient measurement assessment of the four basic language skills (hearing, speaking, writing, reading) in measurement and evaluation and the preference of more written examinations are the main problem. Another problem is that the activities aimed at four basic language skills are not performed in sufficient levels. The student’s disappointment has been expressed as another source of problem. Teachers have ranked the lack of professional skills and motivation among their problems. In addition, there are a number of problems arising from the point of view of the parents, and the research has shown that there are some problems arising from the point of view.

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