This study focuses on the listening defects teachers observed in students in Turkish lessons. Determination of listening defects by teachers in the teaching process, their views on the reasons for these defects, and their practices and suggestions for eliminating these defects are the main issues in the research. The primary purpose of the study was to examine the listening defects seen as obstacles to the effective listening process in a cause and effect relationship. The study findings were evaluated within this framework. The model of the study is a case study, one of the qualitative research designs. In the study, a working group was formed in line with the spirit of the qualitative research approach. The relevant working group consists of 15 Turkish teachers working in the central districts of Gaziantep. 7 of the teachers in the study group are male, and 8 of them are female. Teachers have different professional experiences between 1 to 25 years. The research data were obtained by interviews. Due to the ongoing COVID-19 pandemic in Turkey, some of the interviews were conducted online. Content analysis, one of the qualitative data analysis methods, was applied in analysing the data obtained. According to the study findings, the speaker's interruption, inability to focus on the content listened to, and making noise during listening were determined as the most common listening defects observed by teachers in students. Lack of motivation, inability to determine the purpose of listening and indifference are the most frequently expressed concepts by teachers among the reasons for students' listening defects. It was concluded that teachers carried out applications such as including students in the listening process, making the listening process enjoyable, and adopting technological tools in the listening process to eliminate listening defects.
Listening, listening defect, teacher, practice, opinion