Abstract:

The purpose of this research is to determine the views of Turkish teachers who teach Turkish as a second language on the word teaching. The research is designed according to the screening model. The work group consists of 10 Turkish teachers who work in the state schools in Istanbul. The research data was collected in a semi-configured interview form consisting of eight questions. The data obtained was evaluated by content analysis. The research found that Turkish teachers did not find the training they received before they started their job sufficient, they did not have sufficient knowledge of the methods and techniques used in the word teaching. They have been determined to use the most teaching, explanation and strengthening strategies in language teaching. It has been found that the target words are selected according to the level and conditions of use in the daily life of the students, they use lesson books and smart board as the lesson material. The teachers have been determined to benefit the most from the play and reproduction in the word teaching. It has been revealed that they use traditional measurement assessment tools in the measurement process. Teachers have expressed that students often have problems with subjects such as being unable to understand, not distinguish, not fully understand the meaning of the word, and not being able to pronounce. Based on these findings, it is recommended that different teaching methods be used according to the level and interests of students instead of a single type of teaching method, and that the activities will be included in which the students will be able to participate actively. In addition, teachers should ensure that they are aware of the student’s psychological condition and that they pay attention to this subject in language teaching.

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