Özet:

The aim of this research is to examine the opinions of the authors who prepared textbooks and scientific texts for the teaching of academic Turkish language skills to international students. The study group of the research, which was conducted as a qualitative case study, consists of twenty authors who prepared textbooks and scientific texts for academic Turkish teaching to international students. A semi-structured interview form was used to collect data. The form consists of two parts. In the first part, there are questions about the educational background of the researchers, their TÖMER experience and their academic Turkish teaching status. In the second part, there are nine questions to collect data on sub-problems. The draft questions created by the researchers were sent to three field experts who have scientific research on teaching Turkish as a foreign language and academic Turkish. After the feedback from the field experts, a preliminary application was made and the questions were finalized. Data were evaluated with inductive content analysis. In conclusion of the research, in academic audio-visual skills education to international students, teaching active note taking, presenting different audio-visual texts, using audio-visual strategies effectively, teaching academic audio-visual skill integrated with speaking skill and presenting audio-visual experiences that require academic interaction; for academic speaking skills of Turkish learning international students, academic speaking and presentation classroom activities, thesis defence, authentic academic settings like conferences and panels, classroom debate activities; for teaching academic reading skill, reading activities on different academic genres, creating awareness about the information that can be obtained from the sections of scientific texts, considering simple texts including terms of the field; for academic writing education, genre based studies, teaching how to write the sections that form genres, featuring common verbs used in academic texts and associating writing skill with reading skill are recommended.            

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