Özet:

The number of people who want to learn Turkish is increasing for different reasons such as education, tourism and wars. This situation requires Turkish, which does not have as long a history in language teaching as English, to create its own methods and appropriate materials. Since the needs, wishes and orientations of the learner cannot be ignored in language teaching, certain elements should be taken into consideration in creating materials. Based on the fact that language is a means of communication, it is necessary to prioritize the communicative aspect in language teaching. In this direction, this study aims to emphasize the effect of audiovisual materials, which are known to be effective in language teaching, on the development of foreign language, although they are not specifically prepared for teaching Turkish to foreigners.

In the study, the contribution of using multimedia tools as course materials to grammar teaching was examined and discussed. It is emphasized that audiovisual tools that should be selected for the acquisition will be used in language teaching of learners at the relevant level. Basically, the article focuses on how to incorporate audiovisual video segments into language teaching in connection with and complementary to written materials and classroom teaching in teaching Turkish to foreigners and their positive outcomes in teaching. In particular, the article provides information on how authentic materials should be prepared and presented in grammar teaching.

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