@article{2018,title={THE ROLE OF INSTRUCTORS, STUDENTS AND CONTEMPORARY MEDIA IN TEACHING TURKISH ACCORDING TO FOREIGN STUDENTS},abstractNode={This study aims to identify the reflection of the role of lecturers, those learning the language and media based on the framework of ‘European Common Suggestions for Languages (CEFR, 2013:144) on Turkish teaching and learning processes according to the perspectives of foreign students. This study uses ‘qualitative research method.’ This study prefers ‘phenomenology’ which is one of the qualitative research patterns. The study group consists of 19 foreign students learning at B1 level Turkish in Tophane Branch of Istanbul University DILMER in 2017-2018 Academic Year Fall Semester. The data of the study is obtained via ‘structured interview form.’ The data of the study is investigated in the form of codes, categories and themes, classified into themes in the findings section and then interpreted. According to the results of this study, the course hour should involve activities of ‘question-answer session for the whole class by making a distinction between questions for the text, questions emerged afterwards and test questions (95%)’ according to foreign students. The key specialty and talent that a lecturer must have according to students is ‘the didactic talent’ (58%). Moreover, lecturers ‘should assume the role of an observer or an assistant that evaluates and interprets the views of those learning a language about learning by themselves; and should coordinate the efficiency of those learning a language in addition to having the talents of controlling and counseling (53%)’ in individual, double or group studies. According to foreign students, the expectations and demands from them are ‘to agree and come to terms with the lecturer and those learning a language in learning targets and methods, to participate via peer work and evaluation, and thus to become more independent and participate in the learning process (79%).’ According to foreign students, modern tools of contemporary media (CDs, DVDs, computers, etc.) should be used ‘for all presentations and exercises in the classroom (47%).’},author={Melike ERDİL},year={2018},journal={The Journal of Academic Social Science}}