Abstract:

Teaching Turkish as a foreign language has become a fundamental issue with the interaction between our country and other world countries in the 21st century in terms of political, social, economic, etc. conditions and with migration to our country. In this regard, a large number of studies were conducted in the field of teaching Turkish as a foreign language. The studies and practices of academicians and instructors play a significant role in the development of this field. The views of the academicians and instructors working in this field shape the future of teaching Turkish as a foreign language. In this vein, this study aims to evaluate the views of instructors and academicians regarding teaching of Turkish as a foreign language. The study employed a case study, one of the qualitative research designs. The working group consisted of 17 academicians and 22 instructors. The study deployed two semi-structured interview forms developed for academicians and instructors. Content analysis technique was used during data analysis. Codes and themes were generated during coding process. The results suggested that the distance education of Turkish as a foreign language was inefficient due to infrastructure problems and that the textbooks used in teaching Turkish as a foreign language were useful and sufficient. Various problems and inadequacies were identified in measurement and evaluation studies and academic studies in terms of language skills and vocabulary instruction. Based on the research findings, various recommendations were developed.

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