@article{2018,title={THE EVALUATION OF COMPETENCE AND COMPREHENSION ERRORS IN ‘COMMON EUROPEAN FRAMEWORK OF REFERENCE FOR LANGUAGES’ IN RELATION TO PHENOMENOLOGY},abstractNode={The objective is to reveal the themes noticed by lecturers who teach Turkish as a foreign language regarding the competence and comprehension errors in ‘Common European Framework of Reference for Languages’. ‘Common Eu-ropean Framework of Reference for Languages’ has been one of the funda-mental references contributing to teaching Turkish as a foreign language in Europe since 2001 and then in Turkey after it is translated into Turkish by telc. ‘Qualitative research method’ and ‘phenomenology’ which is one of the patterns of qualitative research model are used in this research. The work group of this research consists of 8 lecturers who work in DILMER Tophane Branch of Istanbul University in the Academic Year Fall Semester 2017-2018 and who teach Turkish as a foreign language. Data of this research has been gathered through ‘structured interview form.’ Data obtained is interpreted by classification into themes in findings section. According to the lecturers who teach Turkish as a foreign language, the conclusion of the research is that the competence and comprehension errors in ‘Common European Framework of Reference for Languages’ are a proof of ‘a desire to communicate’ for those that learn a language or inevitable and temporary products of the ‘artificial language’ developed by those that learn a language. Based on the opinions of Turkish lecturers, when competence and comprehension errors occur, ‘they should be corrected immediately/analyzed and clarified/systematic errors sho-uld be abolished’ or ‘errors that prevent any communication should be correc-ted immediately.’ According to Turkish lecturers, by considering and analy-zing the errors made by those that learn a language, the next step can be plan-ned in ‘one-by-one or group studies;’ ‘a course can be planned and materials can be developed’ or ‘these can help evaluate teaching and learning processes.’ According to Turkish lecturers, in order to prioritize the language errors, one shall pay attention primarily to ‘sentence structure, vocabulary, linguistic performance, writing, morphology, sociocultural content and pronunciation’ (62.5%).},author={Melike ERDİL},year={2018},journal={The Journal of Academic Social Science}}