Abstract:

The purpose of this study is to answer this question: "What are the opinions of those who teach Turkish as a foreign language about postposition teaching?". In this study, focus group interview-based qualitative methods were used to determine the opinions of teachers teaching Turkish as a foreign language. The data of the study was collected by focus group interview with eight teachers working in Gaziantep University TÖMER. The data obtained from focus group interview was examined by descriptive analysis and in this context, for the seven sub-objectives of the study, the findings were obtained. According to the findings of the study, the meaning and function of postposition and the competences in the Common European Framework of Reference for Languages arise in teaching of postposition. And also, the difficult point of teaching postposition is to have different meaning by the different suffixes. Some postposition constructs which are similar to the mother tongue of foreign students have negative effect for teaching Turkish as a foreign language. Based on the results, suggestions were given to Turkish teachers for grammar teaching.

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