Özet:

The purpose of this study was to identify the assessment criteria, which are a crucial step in assessing and monitoring speaking abilities in Turkish language instruction. This study used a correlational survey model and a questionnaire from quantitative methods. The paper consulted for their expertise and opinions the Yunus Emre Institute, linked with universities in Turkey and the instructors who work in the field of teaching Turkish as a Foreign Language in many countries. During the 2019–2020 academic year, 218 instructors from 29 different institutions and organizations took part in this study. The researcher used to collect the date, the "Criteria Considered by Teachers in Teaching Turkish as a Foreign Language" scale, created based on the literature study. According to the results, delivery i.e. using clear and understandable language; being able to pronounce words correctly and employing grammatical rules correctly, is the factor most instructors consider to be the most significant. The majority of the instructors believed that the appropriateness of the words used—the broadest fundamental standard of content examined in this study—was significant in the context of accuracy. Similarly, they considered sub-criteria for coherence, such as the instances' relevance to the subject; focusing on the subject's coherence and staying on the subject, to be significant criteria. On the other hand, it was noted that the instructors had a more accommodating attitude when it came to the fundamental standard of time management. In light of these findings, the paper suggests that additional study with fresh viewpoints on the subject is required, and that directing and contributing seminars and in-service training are necessary to raise the teachers' levels of knowledge and awareness.

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