Abstract
Increasing demand for Turkish language learning in our country and around the world has led to the production of course materials in this field. But when the materials that teach Turkish to foreigners are scanned, it seems that the standard way in teaching is not followed, and some important issues are not focused. In this study, the subject of correction mark in Turkish teaching was discussed. A correction mark is used to distinguish words that are written the same but have different meanings and if it is not used, there is confusion in the meaning of words. In Turkish language teaching course materials, the way this mark is given to foreigners is searched and how it is taught is examined. Content analysis, a qualitative research method, was used in the study. New Hittite, Gazi, Seven Climate, Istanbul Turkish teaching sets for foreigners have been determined. As a result, it was observed that this mark was ignored in some of the Turkish teaching sets studied, never used, in some, it was observed that this mark was used, but randomly it was used at the word level without an explanation of this mark. In the study, suggestions were presented on how better teaching can be done about the correction mark
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