Foreign language education should help to raise the awareness ofstudents about learning a language and to transform it into a lifelongbehavior because today already experienced communication is aversatile communication and knowing a foreign language is to use thetarget language as a tool for communication (Gündoğdu 2007;Gömleksiz/ Elaldı, 2011: 447). The constructivist principle attitudes in"Common European Framework Programme Criteria" which wasintroduced by the Council of Europe in 2001 has also influenced theuse of materials in foreign language teaching and determined in termsof content and quality (Güler 2009; Özdemir, 2006). Constructivistapproach requires the students what they have learned in a freeenvironment to internalize and predicts to experience it by interpreting.For this reason, foreign language teacher, first of all, shouldensure that students perform activities related to the issues andconstruct knowledge. In constructivist approach the new information isconstructed by formatting with original comments by students(Özdemir, 2006: 64; Şimşek 2004; Yeşilyurt 2011).Therefore, in foreign language teacher training, the development ofstrategies contributing to the development of analyzing, designing andediting materials should be supported (Cesur, 2008: 25, 90). Thearrangement of multimedia will increase the learning success, studentmotivation, and configure the learned knowledge. Recently, it isenvisaged the acquisition of a foreign language as it is used in itsnatural environment and is also expected to benefit from the variousmaterials and other concrete teaching strategies for this. Teachersshould be able to select the materials which are appropriate for thecourse content, will help to acquire the target language as it is in itsnatural environment, and can model real life and have the ability todevelop new materials.The present study aimed to find out the attitudes and opinions offoreign language teachers in relation to the use of materials, theimportance and effects of using materials in foreign language teaching,the positive and negative factors that affect the use of material inschools.In order to achieve this main objective, the following researchquestions were aimed to answer:1- What is foreign language teachers’ level of awareness andconsciousness about material use?2- Do foreign language teachers prepare and use materials intheir courses? Do teachers give importance to the use of materials?3- Does the use of materials have positive or negative effectson students?4- What are the positive and negative factors affecting the useof materials in foreign language classes?Yabancı Dil Öğretmenlerinin Derslerinde Materyal Kullanımına İlişkin… 1053Turkish StudiesInternational Periodical For the Languages, Literature and History of Turkish or TurkicVolume 10/3 Winter 2015A questionnaire was developed for the study and research wasdesigned in line with the objectives of survey methodology. The resultswere evaluated in a way to contribute to the validity of the research. Theparticipants of the study consist of 65 foreign language teachers fromdifferent regions of Turkey. The participants of the study constitute of65 foreign language teachers, 38 females (%58.5), and 27males (%41.5).57 of the teachers (87.7%) work at state schools and 8 of them (12.3%)work at private schools. The data were obtained by means of aquestionnaire and the findings were evaluated both quantitatively andqualitatively to increase the validity of the research.The questionnaire developed for this study consists of three parts.In the survey three parts consisting of closed and open-ended questionstook place. The teachers were allowed to express their views freely bymeans of open-ended questions. Descriptive statistical techniques wereused in the analysis of quantitative data obtained from thequestionnaire and were evaluated based on frequency and percentage.Firstly, the qualitative data obtained from open-ended questions in thethird part of the questionnaire were transferred to a computer; themeswere identified on the basis of research questions, data were groupedunder these themes and interpreted. In addition, during thepresentation of the findings the direct quotations of the teachers weredirectly presented. In order to increase to increase the reliability of thefindings and themes, inter-rater reliability study was conducted by theresearchers.The study revealed that the awareness level of majority of foreignlanguage teachers in the use of material is high and find the use ofmaterials as necessary and important. According to teachers, it isnecessary to use additional materials other than textbooks. In foreignlanguage learning for cultural transmission, cultural comparison and interms of the diversity and richness of the subject different materials areneeded. Applications made with materials attract students andincreases the efficiency of the course. The use of the materials motivatesstudents and supports the permanent learning.Teachers think that the use of materials in foreign languagelearning is important in terms of multiple intelligence and learningstyles and they are in the opinion that preparing materials consideringthe learning styles of the students are important and during thelearning and teaching process the cognitive and affective dimensionsshould be taken into consideration. Additional material use is especiallyimportant in terms of visual and auditory materials. In particular,visual and audio materials support effective learning. The use of originaland authentic materials that will develop four language skills is veryimportant and useful for the students.One of the two remarkable findings occurred in the study is that,more than half of the teachers prepare their own materials and theother is that web has emerged