Özet:

At the centre of the language teaching-learning process, instructors, with their many roles as practitioners and producers, cannot be ignored in their contributions to revealing the present situation and developing a multidimensional perspective for the future. In this context, it is clear that perceptions, opinions and experiences related to intercultural interaction skills shape teaching-learning practices. The aim of this study is to conduct a case study based on instructors' views on intercultural interaction skills in teaching Turkish as a second/foreign language. The case study method, which is a qualitative research approach, was preferred for this purpose. The data collected from 37 instructors through semi-structured interviews were analysed through content analysis. According to the findings of the study, the trainers associated intercultural interaction skills mainly with mutual recognition/understanding and communication and stated that they included this skill in their teaching because it supported learning and communication. Instructors have emphasized the need for the progression of this skill according to language levels in learning environments, highlighting the importance of support through visual-auditory materials. They have also advocated the necessity of providing multicultural socialization activities and experience-based tasks outside of learning environments. Furthermore, it has been observed that instructors, while underscoring that the primary obstacle to acquiring intercultural interaction skills is emotional state and attitude, also perceive their students as "partially compotent" in this skill. They drew attention to the importance of fostering instructor competencies, empathy, and tolerance in the development of this skill. Finally, the results obtained from the research have been discussed, and recommendations have been provided.

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