Evaluation of the vocabulary teaching process in Turkish education as foreign language

This purpose of use is to evaluate Turkish teaching to foreigners in terms of teaching vocabulary (Which words will be taught, which activities will be presented, which materials will be used, which strategy methods and techniques will be applied, which diffusion tools will be preferred). A case study, which is an interactive design, was chosen for the study. The execution in the qualitative model consisted of A1 level students working in Duzce University Turkish Teaching Application and Research Center (TÖMER) and 7 trainers working in the institution. In order to realize the aim of the study, semi-obtained interviews were conducted with the instructors working in the institution of teaching Turkish to foreigners. In addition, unstructured observation formula for classroom practices was also used within the scope of the research. In-class practices were observed until the end of A1 restrictions (6 weeks). This information obtained from the research is presented in tables. As a result, it has been reached that the student's interests, needs and previous learning are not taken into account in measuring the target. It has been observed that the planning is insufficient for their children and is generally not diversified. It is explained that the resources working in the field do not have sufficient knowledge of strategy, method and technical details. From the expressions used in the process, it was prepared in a way to appeal to low-level operating processes such as remembering and division, and it was obtained as a result of sensation. In the use of materials, it was observed that the book still deteriorates in some lessons and its effects are not sufficiently covered in the lessons. It has been concluded that it is traditionally preferred in the evaluation step, which is one of the important parts of the process. All components were obtained from the study, in which the necessary importance was not given to the words and this area, the importance of together in the language learning process.