Determination of instructors' opinions on error correction methods at A1-A2 level in teaching Turkish to foreigners

This research aims to determine the opinions of instructors on error correction methods at A1 and A2 levels in teaching Turkish to foreigners. Error correction in language teaching is an integral part of the learning process and contributes to learners improving their language skills and reaching the correct structure by learning from mistakes. The error correction process is considered a sensitive issue, primarily in terms of distinguishing the difference between error and mistake, using the methods effectively and not negatively affecting learner motivation. The situation analysis design, one of the qualitative research designs, was used in the research. Semi-structured interview method was used to support the data obtained and based on the feature of situation analysis to obtain in-depth data. For this purpose, semi-structured interviews were held with TÖMER instructors who teach Turkish at A1 and A2 levels in different institutions and organizations, and a total of 13 instructors who teach Turkish to foreigners in schools abroad. Results were reached by content analysis of the data. In the study, how instructors use error correction methods, which methods they prioritize in which situations, and the difficulties they encounter in this process are examined. In addition, the effects of error correction on the students' learning process were evaluated in line with the instructors' observations. The findings show that instructors generally prefer indirect error correction methods, but they also make direct interventions depending on the type of error and context. The study also reveals instructive observations about how error correction affects learners' self-confidence and motivation to learn. The approaches, methods and techniques that the instructors deemed appropriate for the beginner level in error correction and the material choices they used were also questioned. At the end of the research, suggestions were presented to make the error correction process more effective at A1 and A2 levels. This study contributes to a better understanding of the practices regarding error correction at A1, A2 levels in teaching Turkish to foreigners and provides important findings that will guide instructors.