ÖĞRETİM ELEMANLARININ GÖRÜŞLERİ BAĞLAMINDA YUNANİSTAN’DAKİ ÜNİVERSİTELERDE YABANCI DİL OLARAK TÜRKÇE ÖĞRETİMİNİN GÖRÜNÜMÜ

Abstract

Turkish is rapidly advancing as a global language, and the number of people who wish to learn it is increasing daily. In many countries, Turkish is taught as a foreign language, and this practice is becoming more widespread. The aim of this study is to identify the challenges faced by adult learners whose native language is Greek in the process of learning Turkish in Greece, as well as to explore the perspectives of university instructors regarding their teaching practices and the materials they use. This research is based on a qualitative methodology. The participants of the study are 10 instructors working at universities in Greece. Semi-structured interview forms were used as data collection tools, and the findings were analysed based on the perspectives of the instructors. The data were examined using content analysis techniques. The analysis of the semi-structured interviews reveals three thematic axes: a) Language skills that are challenging in teaching Turkish as a foreign language, b) The use of language in classroom communication and textbooks, and c) Teaching materials for Turkish as a foreign language. The primary difficulties encountered include the phonological and typological differences of the foreign language, as well as speaking skills. To improve their education and overcome these challenges, immersive target-language environment applications are recommended. The results of the study indicate that university instructors view foreign language teaching as a process characterized by manageable difficulties, and that these challenges can be overcome through the introduction of more realistic teaching practices.