Turkish as a foreign/ second language instructors' methods/ post-methods perceptions

Language teaching methods are used for an effective language teaching by the instructors of foreign/ second language. However, since post-methodology is a new issue in language teaching, it is seen that existing research on this field is not sufficient; therefore, perception studies should be conducted so as to contribute to the literature. In this respect, the present study is of great importance for increasing the awareness of Turkish instructors as a foreign/ second language about the changes in language teaching methods. The aim of this study is to determine the instructors' perceptions of method and post-method in order to reveal the attitudes of Turkish instructors as a foreign / second language towards changes and developments in methodology. Within the scope of the study, semi-structured interviews were conducted with a total of 15 instructors' of Turkish as a foreign/ second language working for TÖMER in 3 different universities, (Gazi University, Karabuk University, Kastamonu University), in order to determine the views of their method and post-method perceptions. In this context, the phenomenological design of qualitative research approaches was used. The findings obtained from the interviews were first analyzed and organized, and then described within the framework of the research questions and interpreted in the light of the analysis of the data obtained. The findings of the research indicated that the teachers had a positive attitude towards the post-methodology. Even though some participants emphasized that methods are significant in language teaching, most of them generally think that it is more effective to create their own methods in line with the learners' local needs. Consequently, it can be stated that there is a significant perception regarding the application of post-method pedagogy in line with the responses of the participants. Key Words Language Teaching Methods, Post-Method, Post-Method Pedagogy.