Özet:

In this study it is aimed to reach to results and suggestions which could contribute to the training of teachers and the planning of the instruction in the field by referring to teachers’ cognitions, students’ beliefs about language learning and the interrelation of these two elements. Thus, teachers were asked semi-structured interview questions about teacher cognition, and students were asked to fill in Beliefs About Language Learning Inventory – BALLI and were also interviewed and the results were interpreted separately and jointly. According to the results, students and teachers have similar beliefs about the characteristics of a successful language learner, error correction and motivations of students. On the other hand, students and teachers share different beliefs in terms of the difficulty of Turkish, the importance of grammar and the way it should be taught. From the findings of teachers’ cognitions, it is seen that teachers didn’t start to teach Turkish as a natural outcome of their educational process and they define the course of “Teaching Turkish to Foreigners” that they took during their education as insufficient and lack of practice. Teachers believe that being the native speaker of the target language is necessary but not enough. In addition, teachers think that their own previous foreign language learning experiences have an influence on their teaching practices and they all believe that the biggest contribution to their professional development is their teaching experiences

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