Yabancı Dil Olarak Türkçe Öğretiminde A2 Seviyesinde Öğretilen Dil Bilgisi Yapılarının İşlevlerine Yönelik Öğretici Görüşleri

In foreign language teaching, grammar instruction is as crucial as the four fundamental language skills. This is because conveying emotions and thoughts accurately requires certain rules, which constitute the grammar of that language. As in every language, teaching grammatical structures is essential in teaching Turkish as a foreign language. There are many important considerations in grammar instruction, one of which is determining the functions through which grammatical structures should be taught. This study aims to create a function pool by identifying the functions used by instructors to teach A2-level grammatical structures in Turkish as a foreign language. The study employs the phenomenology model, a qualitative research method, via A semi-structured interview form was used to gather data from 26 experienced instructors. Participants were asked to explicitly state the functions they teach for A2-level grammatical structures and provide at least one example for each function. Descriptive analysis was used to analyze the data. Findings indicate that instructors teach A2-level grammatical structures with a minimum of one and a maximum of seven functions. Additionally, based on instructor feedback, a function pool was created, revealing that one grammatical structure is taught with six functions, one with five functions, four with four functions, three with three functions, and four with two functions.