Instructions in teaching Turkish as a foreign language

It is important that the instructions informing the procedures to be applied and the steps to be taken while doing a job are clear and easily understandable in order to internalize the information conveyed and to receive correct feedback in the field of education. In foreign language teaching, for students who try to get used to the language by trying to solve the system of that language, it is of great importance not only that the instructions are clear and easy to understand, but also the way the language is used. Pragmatics as a sub-field of linguistics that enables us to analyze these systems of language; it is based on the basic function of gaining communication skills in language teaching and teaching vocabulary with topics that can be useful in daily life. In this study, in order to examine and describe the instructions in the field of Teaching Turkish as a Foreign Language from a pragmatic point of view, the most common textbooks used in the field were examined and the opinions of the teachers were taken. In the research conducted with descriptive survey which is one of the qualitative research methods; all levels of the textbooks belonging to the 4 most commonly used teaching sets in the field were examined in terms of person, grammatical modality and pragmatic function through document analysis. The opinions of 21 teachers working in the field were obtained through a semi-structured interview form, and the obtained data were evaluated through content analysis. As a result of the research, it has been determined that there are differences both between the sets and within the books, and there are variables in the use of instructions by the instructors. Keywords: Teaching Turkish as a foreign language, instruction, modality, pragmatics.