Yabancı Öğrencilerin Yabancı Dil Olarak Türkçe Öğretiminde Karşılaştıkları Zorluklar ve Çözüm Önerileri

Abstract

Language is one of the most important features that distinguish people from other creatures. It provides communication either individually or massively. Language, which is never stationary, is the basic carrier of cultures. It is an important communication tool that enables people from society to get along and get close to each other. Current increase in international tourism, trade and cultural engagement and Turkey's current position suggests that Turkish will be a very important language. The main obstacles in learning another language are due to vocal and oral factors. These are mainly: reading, writing, listening and speaking. It is obvious that all of those are obstacles for beginners in learning Turkish. Learning any language is like encounter with another world. This meeting requires a preparation process. Although there will be some complication, it cannot be impossible for somebody to learn another language. Foreign students who learn Turkish language always face some difficulties and spend enormous amount of effort to overcome these difficulties. As a result, the richness of the collections' motherhood is proportional to the contribution of these collections to the culture. Sociologically and psychologically, it is the result of a healthy motherhood and the ability of native speakers to be able to be creative and healthy. We can see and understand this hundredfold as the language is based on the richness of the language.

Use of gerunds and gerundial formations in written expressions of Arab learners of Turkish as a foreign language in C1 level

“…The frequent misuse of these structures may have resulted from the linguistic differences between Turkish and Arabic. The reason is that the sentence structure of the Turkish language, the form of connection with clauses, the structure of noun phrases, and item equivalence is different from Arabic (Alshirah, 2013;Polat, 2018;Sezer, 1991;Uçar, 2019). The Arabic language also has masculine-feminine and singular-plural agreement in verbal adjectives and verbal adverbs (gerunds) (Sezer, 1991, p. 29).…”

“…Studies on the use of gerunds and gerundial formations by international learners illustrate that learners have difficulties in understanding these structures (Alshirah, 2013;Güven, 2019;Hasırcı, 2018;Kasapoğlu, 2012;Kıvırcık, 2004;Koşucu, 2007;Polat, 2018). In the literature, the studies of gerund and gerundial formations can be divided into two groups; the first group of studies concern with the use of gerunds and gerundial formations focusing on error analysis (Albayrak, 2010;Bakır, 2015;Boylu, Güney & Özyalçın, 2017;Büyükikiz & Hasırcı, 2013;Esawi, 2015;İnan, 2013Jarbold, 2012;Polat, 2014;Turhan, 2005;Yağmur Şahin, 2013) and the problems in language teaching and learning regarding these structures (Alshirah, 2013;Emiroğlu, 2013;Kara, 2010). These studies generally address the grammatical errors encountered in written expressions, treating the incorrect use of gerunds and gerundial formations cursorily.…”

Yabancı Dil Olarak Türkçe Öğretiminde Karşılaşılan Sorunlar Üzerine Yapılan Lisansüstü Tezlerin İncelenmesi

“…Türkben (2018)'in yabancı dil olarak Türkçe öğretimi alanında yapılan lisansüstü tezleri değerlendirdiği çalışmasında nitel yaklaşımın daha fazla tercih edildiği; Maden ve Önal (2021)'ın yabancı dil olarak Türkçe öğretimi ile ilgili lisansüstü tezlerin araştırma eğilimlerini incelediği çalışmalarında eğilimin daha çok nitel yaklaşıma olduğu görülmektedir. Son on yılda (2011)(2012)(2013)(2014)(2015)(2016)(2017)(2018)(2019)(2020) hazırlanan yabancı dil olarak Türkçe öğretimi alanındaki lisansüstü tezlerde nitel araştırma yöntemleriyle hazırlanan tezlerin (Demir, vd., 2022) Araştırma bulgularından ve sonuçlarından hareketle YDOTÖ'nde karşılaşılan sorunlar üzerine yapılacak çalışmalara yönelik araştırmacılara, lisansüstü öğrencilere, danışmanlara, Türkçe öğreticilerine şu öneriler sunulabilir:…”