Abstract:

Those who learn a foreign language not only learn the structures of that language, but also begin to absorb the culture and values of the target language. According to the intercultural communication approach, he establishes relationships and makes comparisons between his own culture and the culture he has just encountered. However, perhaps the most important issue for the realization of intercultural interaction in a healthy way is to establish a healthy communication between the teacher and the learner in the language teaching classes, which are the meeting area of cultures. Learners who come to Turkey to learn Turkish may experience culture shock and adaptation problems both in their social lives and in language teaching classes, and may feel excluded and marginalized as a result of some micro-aggressive behaviors they encounter. This can negatively affect language acquisition. Many people who consider themselves good and moral are sometimes unaware of such behaviors. Many factors such as the attitudes and behaviors of the instructors in the classroom, the methods and approaches they use in the lessons, even the tone of voice and body language can affect the in-class communication positively or negatively. In this study, communication problems and micro-aggressive behaviors that may arise among language learners as well as during learner - instructor communication; Instructor attitudes were evaluated with a semi-structured form. In accordance with the main purpose of qualitative research, in-class communication strategies used in the education process by the instructors working in Turkish Teaching Centers in different universities where international learners learn Turkish and by experienced faculty members; tried to be analyzed with the obtained data. In the interview form developed by the researcher, the findings analysis table was included in the theme and code systematics of the answers given to the related question. Subsequently, the interpretation of the table and the prominent opinions of the participants were given. Finally, the qualitative data collected from language teachers were evaluated, and it was aimed to make some determinations and suggestions by analyzing the data that interrupted communication, thus lead to micro-aggression.

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