Perception of Turkish-language Teachers towards Listening Monitoring Texts: A Phenomenoligical Approach

AbstractTexts are primary instruments of Turkish language courses aiming to improve the basic linguistic skills of students. In Turkish languagecourse curriculum renewed in 2006, teaching texts are classified as “reading texts” and “listening/monitoring texts” as distinct from Turkish language curriculum in 1981. Together with the increasing use of communication instruments based on technology in daily life, the concept of “monitor literacy” comes up. In this context the texts to be used to improve the listening/monitoring abilities of students contain visual elements as distinct from reading texts. The objective of this research is to determine the perceptions of Turkish-language teachers, who are the applicators of the programme, towards the use of listening/monitoring texts. In this study the qualitative research method was chosen. The phenomenological approach from the qualitative research patterns was used. Some interviews were made with 15 Turkish Language Teachers. The findings obtained as a result of the research, were interpreted in the light of the related literature and some proposals were brought