Stereotypical Language Thoughts of Teachers of Turkish as a Foreign Language

Abstract

This study aims to explore the stereotypical thoughts held by instructors who teach Turkish as a foreign language. Stereotypical thoughts are generalized and often negative mental patterns shaped by individuals’ past experiences, social surroundings, and educational background. The research was carried out with 149 instructors from various institutions during the 2022–2023 academic year. Data were gathered using the “Stereotypical Thoughts Toward Foreign Language Scale” and a “Personal Information Form,” and analyzed through ttests and oneway ANOVA. The results revealed significant differences in stereotypical thinking levels based on variables such as age, gender, teaching experience, language proficiency, institution type, and prior language education. The subdimensions of “wishful thinking,” and “striving for change,” were especially prominent, reflecting instructors’ personal reflections on their language learning experiences. These elevated scores indicate emotional responses tied to past learning. The study also shows that such cognitive patterns influence not only instructional approaches but also learner motivation and strategy use. The findings suggest that recognizing and addressing these thought patterns may enhance instructors’ professional awareness and competence. Accordingly, it is recommended that teacher training programs incorporate activities that promote reflection and reconstruct stereotypical beliefs through pedagogical awareness. © (2025), (Istanbul Universitesi). All rights reserved.