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Positional suffixes are used to add such as location, direction, divergence and availability in nouns. 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Positional suffixes are used to add such as location, direction, divergence and availability in nouns. But there are" /> <meta property="article:author" content="https://independent.academia.edu/YaseminAtagul" /> <meta name="description" content="Abstract: Positional suffix is one of the issues that needs to be taught at a basic level in Teaching Turkish as a foreign language. Positional suffixes are used to add such as location, direction, divergence and availability in nouns. But there are" /> <title>(PDF) TÜRKÇENİN YABANCI DİL OLARAK ÖĞRETİMİNDE HÂL EKİ SORUNSALI (SAKARYA ÜNİVERSİTESİ ÖRNEĞİ) TEACHING OF TURKISH AS A FOREIGN LANGUAGE AND ITS PROBLEMATICS ON POSITIONAL SUFFIX (SAKARYA UNIVERSITY EXAMPLE) | Yasemin Atagul - Academia.edu</title> <link rel="canonical" href="https://www.academia.edu/22552492/T%C3%9CRK%C3%87EN%C4%B0N_YABANCI_D%C4%B0L_OLARAK_%C3%96%C4%9ERET%C4%B0M%C4%B0NDE_H%C3%82L_EK%C4%B0_SORUNSALI_SAKARYA_%C3%9CN%C4%B0VERS%C4%B0TES%C4%B0_%C3%96RNE%C4%9E%C4%B0_TEACHING_OF_TURKISH_AS_A_FOREIGN_LANGUAGE_AND_ITS_PROBLEMATICS_ON_POSITIONAL_SUFFIX_SAKARYA_UNIVERSITY_EXAMPLE_" /> <script async src="https://www.googletagmanager.com/gtag/js?id=G-5VKX33P2DS"></script> <script> window.dataLayer = window.dataLayer || []; function gtag(){dataLayer.push(arguments);} gtag('js', new Date()); gtag('config', 'G-5VKX33P2DS', { cookie_domain: 'academia.edu', send_page_view: false, }); gtag('event', 'page_view', { 'controller': "single_work", 'action': "show", 'controller_action': 'single_work#show', 'logged_in': 'false', 'edge': 'unknown', // Send nil if there is no A/B test bucket, in case some records get logged // with missing data - that way we can distinguish between the two cases. // ab_test_bucket should be of the form <ab_test_name>:<bucket> 'ab_test_bucket': null, }) </script> <script> var $controller_name = 'single_work'; var $action_name = "show"; var $rails_env = 'production'; var $app_rev = '49879c2402910372f4abc62630a427bbe033d190'; var $domain = 'academia.edu'; var $app_host = "academia.edu"; var $asset_host = "academia-assets.com"; var $start_time = new Date().getTime(); var $recaptcha_key = "6LdxlRMTAAAAADnu_zyLhLg0YF9uACwz78shpjJB"; var $recaptcha_invisible_key = "6Lf3KHUUAAAAACggoMpmGJdQDtiyrjVlvGJ6BbAj"; var $disableClientRecordHit = false; </script> <script> window.require = { config: function() { return function() {} } } </script> <script> window.Aedu = window.Aedu || {}; window.Aedu.hit_data = null; window.Aedu.serverRenderTime = new Date(1732392558000); window.Aedu.timeDifference = new Date().getTime() - 1732392558000; </script> <script type="application/ld+json">{"@context":"https://schema.org","@type":"ScholarlyArticle","abstract":"Abstract: Positional suffix is one of the issues that needs to be taught at a basic level in Teaching Turkish as a foreign language. Positional suffixes are used to add such as location, direction, divergence and availability in nouns. But there are still so many mistakes to using and learning Positional suffixes. The aim of this research is to determine those mistakes and find a solution to them. This research took place at Sakarya University TÖMER, 86 African students who are learning Turkish as a foreign language at A1 and A2 level were evaluated on Turkish grammar skills, and Positional Suffix . This research was started from mistakes that students made on using Positional suffixes at their exam papers. As a result, some suggestions were given to those students and all mistakes they did about use Positional suffixes were solved. All dates of this research were based on Sakarya University TÖMER(Turkish language Learning and Research Center ) 2014-2015 Academic years exam papers for A1 and A2 levels Turkish learners who just finished 6 weeks of Turkish learning. All analysis results took place under the Positional suffixes headline, indicate Positional suffixes, divergence Positional suffixes, directivity Positional suffixes and availability Positional suffixes were classified to be a subtitle under the Positional suffixes headline. All the sentences that students wrote were examined without any changes. At the end of the research, it was found that students made more mistakes at Dative Positional suffixes compared to other Positional suffixes. This case is followed by Ablative, Accusative and Locative Positional suffix cronologically . In the mistakes examine, it was found out that students did not use the Positional Suffix where it was neccessary. On the other hand, students were using Positional suffixeses where it was not necessary because they mixed its usage with possessive suffix and Positional suffixes. So, we can conclude that students do not know the exact usage of Positional suffixes.","author":[{"@context":"https://schema.org","@type":"Person","name":"Yasemin Atagul"}],"contributor":[],"dateCreated":"2016-02-28","dateModified":"2023-09-22","datePublished":null,"headline":"TÜRKÇENİN YABANCI DİL OLARAK ÖĞRETİMİNDE HÂL EKİ SORUNSALI (SAKARYA ÜNİVERSİTESİ ÖRNEĞİ) TEACHING OF TURKISH AS A FOREIGN LANGUAGE AND ITS PROBLEMATICS ON POSITIONAL SUFFIX (SAKARYA UNIVERSITY EXAMPLE)","inLanguage":"tr","keywords":["Turkish and Middle East Studies","Turkish Linguistics","Turkish Literature","Turkish Language","Turkish Studies","Yabancılara Türkçe Öğretimi","Yabancı Dil olarak Türkçe / Turc comme langue étrangère / Turkish as a foreign language","Turkish Language and Literature"],"locationCreated":null,"publication":null,"publisher":{"@context":"https://schema.org","@type":"Organization","name":null},"image":null,"thumbnailUrl":null,"url":"https://www.academia.edu/22552492/T%C3%9CRK%C3%87EN%C4%B0N_YABANCI_D%C4%B0L_OLARAK_%C3%96%C4%9ERET%C4%B0M%C4%B0NDE_H%C3%82L_EK%C4%B0_SORUNSALI_SAKARYA_%C3%9CN%C4%B0VERS%C4%B0TES%C4%B0_%C3%96RNE%C4%9E%C4%B0_TEACHING_OF_TURKISH_AS_A_FOREIGN_LANGUAGE_AND_ITS_PROBLEMATICS_ON_POSITIONAL_SUFFIX_SAKARYA_UNIVERSITY_EXAMPLE_","sourceOrganization":[{"@context":"https://schema.org","@type":"EducationalOrganization","name":null}]}</script><link rel="stylesheet" media="all" href="//a.academia-assets.com/assets/single_work_page/loswp-352e32ba4e89304dc0b4fa5b3952eef2198174c54cdb79066bc62e91c68a1a91.css" /><link rel="stylesheet" media="all" href="//a.academia-assets.com/assets/design_system/body-8d679e925718b5e8e4b18e9a4fab37f7eaa99e43386459376559080ac8f2856a.css" /><link rel="stylesheet" media="all" 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Positional suffixes are used to add such as location, direction, divergence and availability in nouns. But there are still so many mistakes to using and learning Positional suffixes. The aim of this research is to determine those mistakes and find a solution to them. This research took place at Sakarya University TÖMER, 86 African students who are learning Turkish as a foreign language at A1 and A2 level were evaluated on Turkish grammar skills, and Positional Suffix . This research was started from mistakes that students made on using Positional suffixes at their exam papers. As a result, some suggestions were given to those students and all mistakes they did about use Positional suffixes were solved. All dates of this research were based on Sakarya University TÖMER(Turkish language Learning and Research Center ) 2014-2015 Academic years exam papers for A1 and A2 levels Turkish learners who just finished 6 weeks of Turkish learning. All analysis results took place under the Positional suffixes headline, indicate Positional suffixes, divergence Positional suffixes, directivity Positional suffixes and availability Positional suffixes were classified to be a subtitle under the Positional suffixes headline. All the sentences that students wrote were examined without any changes. At the end of the research, it was found that students made more mistakes at Dative Positional suffixes compared to other Positional suffixes. This case is followed by Ablative, Accusative and Locative Positional suffix cronologically . In the mistakes examine, it was found out that students did not use the Positional Suffix where it was neccessary. On the other hand, students were using Positional suffixeses where it was not necessary because they mixed its usage with possessive suffix and Positional suffixes. So, we can conclude that students do not know the exact usage of Positional suffixes."},"document_type":"paper","pre_hit_view_count_baseline":null,"quality":"high","language":"tr","title":"TÜRKÇENİN YABANCI DİL OLARAK ÖĞRETİMİNDE HÂL EKİ SORUNSALI (SAKARYA ÜNİVERSİTESİ ÖRNEĞİ) TEACHING OF TURKISH AS A FOREIGN LANGUAGE AND ITS PROBLEMATICS ON POSITIONAL SUFFIX (SAKARYA UNIVERSITY EXAMPLE)","broadcastable":true,"draft":null,"has_indexable_attachment":true,"indexable":true}}["work"]; window.loswp.workCoauthors = [42340141]; window.loswp.locale = "en"; window.loswp.countryCode = "SG"; window.loswp.cwvAbTestBucket = ""; window.loswp.designVariant = "ds_vanilla"; window.loswp.fullPageMobileSutdModalVariant = "full_page_mobile_sutd_modal"; window.loswp.useOptimizedScribd4genScript = false; window.loswp.appleClientId = 'edu.academia.applesignon';</script><script defer="" src="https://accounts.google.com/gsi/client"></script><div class="ds-loswp-container"><div class="ds-work-card--grid-container"><div class="ds-work-card--container js-loswp-work-card"><div class="ds-work-card--cover"><div class="ds-work-cover--wrapper"><div class="ds-work-cover--container"><button class="ds-work-cover--clickable js-swp-download-button" data-signup-modal="{"location":"swp-splash-paper-cover","attachmentId":43165942,"attachmentType":"pdf"}"><img alt="First page of “TÜRKÇENİN YABANCI DİL OLARAK ÖĞRETİMİNDE HÂL EKİ SORUNSALI (SAKARYA ÜNİVERSİTESİ ÖRNEĞİ) TEACHING OF TURKISH AS A FOREIGN LANGUAGE AND ITS PROBLEMATICS ON POSITIONAL SUFFIX (SAKARYA UNIVERSITY EXAMPLE)”" class="ds-work-cover--cover-thumbnail" src="https://0.academia-photos.com/attachment_thumbnails/43165942/mini_magick20190216-5267-xw0ae8.png?1550350777" /><img alt="PDF Icon" class="ds-work-cover--file-icon" src="//a.academia-assets.com/assets/single_work_splash/adobe.icon-574afd46eb6b03a77a153a647fb47e30546f9215c0ee6a25df597a779717f9ef.svg" /><div class="ds-work-cover--hover-container"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span><p>Download Free PDF</p></div><div class="ds-work-cover--ribbon-container">Download Free PDF</div><div class="ds-work-cover--ribbon-triangle"></div></button></div></div></div><div class="ds-work-card--work-information"><h1 class="ds-work-card--work-title">TÜRKÇENİN YABANCI DİL OLARAK ÖĞRETİMİNDE HÂL EKİ SORUNSALI (SAKARYA ÜNİVERSİTESİ ÖRNEĞİ) TEACHING OF TURKISH AS A FOREIGN LANGUAGE AND ITS PROBLEMATICS ON POSITIONAL SUFFIX (SAKARYA UNIVERSITY EXAMPLE)</h1><div class="ds-work-card--work-authors ds-work-card--detail"><a class="ds-work-card--author js-wsj-grid-card-author ds2-5-body-md ds2-5-body-link" data-author-id="42340141" href="https://independent.academia.edu/YaseminAtagul"><img alt="Profile image of Yasemin Atagul" class="ds-work-card--author-avatar" src="https://0.academia-photos.com/42340141/11751378/13114103/s65_yasemin.atag_l.jpg" />Yasemin Atagul</a></div><p class="ds-work-card--work-abstract ds-work-card--detail ds2-5-body-md">Abstract: Positional suffix is one of the issues that needs to be taught at a basic level in Teaching Turkish as a foreign language. Positional suffixes are used to add such as location, direction, divergence and availability in nouns. But there are still so many mistakes to using and learning Positional suffixes. The aim of this research is to determine those mistakes and find a solution to them. This research took place at Sakarya University TÖMER, 86 African students who are learning Turkish as a foreign language at A1 and A2 level were evaluated on Turkish grammar skills, and Positional Suffix . This research was started from mistakes that students made on using Positional suffixes at their exam papers. As a result, some suggestions were given to those students and all mistakes they did about use Positional suffixes were solved. All dates of this research were based on Sakarya University TÖMER(Turkish language Learning and Research Center ) 2014-2015 Academic years exam papers for A1 and A2 levels Turkish learners who just finished 6 weeks of Turkish learning. All analysis results took place under the Positional suffixes headline, indicate Positional suffixes, divergence Positional suffixes, directivity Positional suffixes and availability Positional suffixes were classified to be a subtitle under the Positional suffixes headline. All the sentences that students wrote were examined without any changes. At the end of the research, it was found that students made more mistakes at Dative Positional suffixes compared to other Positional suffixes. This case is followed by Ablative, Accusative and Locative Positional suffix cronologically . In the mistakes examine, it was found out that students did not use the Positional Suffix where it was neccessary. On the other hand, students were using Positional suffixeses where it was not necessary because they mixed its usage with possessive suffix and Positional suffixes. So, we can conclude that students do not know the exact usage of Positional suffixes.</p><div class="ds-work-card--button-container"><button class="ds2-5-button js-swp-download-button" data-signup-modal="{"location":"continue-reading-button--work-card","attachmentId":43165942,"attachmentType":"pdf","workUrl":"https://www.academia.edu/22552492/T%C3%9CRK%C3%87EN%C4%B0N_YABANCI_D%C4%B0L_OLARAK_%C3%96%C4%9ERET%C4%B0M%C4%B0NDE_H%C3%82L_EK%C4%B0_SORUNSALI_SAKARYA_%C3%9CN%C4%B0VERS%C4%B0TES%C4%B0_%C3%96RNE%C4%9E%C4%B0_TEACHING_OF_TURKISH_AS_A_FOREIGN_LANGUAGE_AND_ITS_PROBLEMATICS_ON_POSITIONAL_SUFFIX_SAKARYA_UNIVERSITY_EXAMPLE_"}">See full PDF</button><button class="ds2-5-button ds2-5-button--secondary js-swp-download-button" data-signup-modal="{"location":"download-pdf-button--work-card","attachmentId":43165942,"attachmentType":"pdf","workUrl":"https://www.academia.edu/22552492/T%C3%9CRK%C3%87EN%C4%B0N_YABANCI_D%C4%B0L_OLARAK_%C3%96%C4%9ERET%C4%B0M%C4%B0NDE_H%C3%82L_EK%C4%B0_SORUNSALI_SAKARYA_%C3%9CN%C4%B0VERS%C4%B0TES%C4%B0_%C3%96RNE%C4%9E%C4%B0_TEACHING_OF_TURKISH_AS_A_FOREIGN_LANGUAGE_AND_ITS_PROBLEMATICS_ON_POSITIONAL_SUFFIX_SAKARYA_UNIVERSITY_EXAMPLE_"}"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span>Download PDF</button></div></div></div></div><div data-auto_select="false" data-client_id="331998490334-rsn3chp12mbkiqhl6e7lu2q0mlbu0f1b" data-doc_id="43165942" data-landing_url="https://www.academia.edu/22552492/T%C3%9CRK%C3%87EN%C4%B0N_YABANCI_D%C4%B0L_OLARAK_%C3%96%C4%9ERET%C4%B0M%C4%B0NDE_H%C3%82L_EK%C4%B0_SORUNSALI_SAKARYA_%C3%9CN%C4%B0VERS%C4%B0TES%C4%B0_%C3%96RNE%C4%9E%C4%B0_TEACHING_OF_TURKISH_AS_A_FOREIGN_LANGUAGE_AND_ITS_PROBLEMATICS_ON_POSITIONAL_SUFFIX_SAKARYA_UNIVERSITY_EXAMPLE_" data-login_uri="https://www.academia.edu/registrations/google_one_tap" data-moment_callback="onGoogleOneTapEvent" id="g_id_onload"></div><div class="ds-top-related-works--grid-container"><div class="ds-related-content--container ds-top-related-works--container"><h2 class="ds-related-content--heading">Related papers</h2><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="0" data-entity-id="35508564" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/35508564/YABANCI_D%C4%B0L_OLARAK_T%C3%9CRK%C3%87E_%C3%96%C4%9ERET%C4%B0M%C4%B0NDE_GE%C3%87M%C4%B0%C5%9ETEN_G%C3%9CN%C3%9CM%C3%9CZE_S%C3%9CREGELEN_PROBLEMLER_1_PROBLEMS_IN_TURKISH_EDUCATION_AS_FOREIGN_LANGUAGE_FROM_PAST_TO_PRESENT">YABANCI DİL OLARAK TÜRKÇE ÖĞRETİMİNDE GEÇMİŞTEN GÜNÜMÜZE SÜREGELEN PROBLEMLER 1 PROBLEMS IN TURKISH EDUCATION AS FOREIGN LANGUAGE FROM PAST TO PRESENT</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="66432902" href="https://adnanmenderes.academia.edu/B%C4%B0LGEBA%C4%9ECIAYRANCI">BİLGE BAĞCI AYRANCI</a></div><p class="ds-related-work--abstract ds2-5-body-sm">Özet Dil, bir toplumun ve o toplumun meydana getirdiği en üst siyasi örgüt olan devletin aynasıdır. Bu ayna, toplu-mun ve devletin hem kültürel boyutta gelişmişliğini hem siyasi hem de ekonomik anlamda uluslararası arenadaki yerini yansıtır. Bir dilin bilinirliği, yayılma alanı ve o dile gösterilen rağbet bir ülkenin uluslararası konumunu ve gücünü de ifade eder. Nitekim İngilizcenin dünyanın ortak dili olarak kabul edilmesinde üzerinde güneş bat-mayan imparatorluk olarak addedilen İngiltere ve Amerika Birleşik Devletleri (ABD)'nin son yüz yılda süper güç haline gelmesi yadsınamaz bir gerçektir. Diğer taraftan tarihi süreç içerisinde yayılmacı ve sömürgeci bir politika izleyen Fransa ve İspanya gibi ülkelerin dillerinin özellikle Afrika coğrafyasında yaygın olarak konu-şulması, hatta resmî dil olarak kabul edilmesi bu duruma örnektir. Günümüzde de Fransızca, Almanca gibi dil-lerin yaygın olarak öğrenilmesi bu dillerin konuşulduğu ülkelerin ekonomik ve siyasi anlamda güçlü olduğunun bir diğer göstergesidir. Diğer yandan bugün Orta Asya'nın çok geniş bir bölümünde ve Doğu Avrupa'da konu-şulan Rusça dünyanın bir diğer süper gücü olarak kabul edilen Rusya'nın dünyadaki rolünü de yansıtmaktadır. Peki yaklaşık 600 yıl boyuna üç kıtada hüküm süren döneminin süper gücü Osmanlı Devletinin dili, neden yayıl-dığı coğrafyalarda yaygınlaşmamış ve konuşulmamıştır? Tabi bu sorunun birçok cevabı, birçok farklı boyutu vardır. Bunula birlikte günümüzde Türkçeye ilginin git gide artmasına rağmen istenilen düzeyde bir eğitim poli-tikası oluşturulamamıştır. Bu araştırmada bu durumun farklı boyutları irdelenmiş ve günümüzdeki problemlerle bağlantılanmıştır. Abstract Language is the same as the state, which is the highest political organization that a society and the society has brought to the table. This mirror reflects both the development of society and the state in the cultural dimension, and its political and economic significance in the international arena. A language awareness also refers to the international scene and power of an area of diffusion and the desire of that country. Indeed, it is undeniable that Britain and the United States (USA), which have been regarded as the unsheltered empire, have become superpowers in the last hundred years when the English is regarded as the common language of the world. On the other side is the fact that the languages of countries such as France and Spain, which pursue an expansionist and colonial policy in the historical process, are widely spoken especially in the geographical region of Africa and even accepted as official language. The fact that languages such as French and German are widely learned today is another indicator of the economic and political strength of the countries where these languages are spoken. On the other hand, it reflects the role of Russia in the world today, which is considered to be another superpower of the Russian world, spoken in a large part of Central Asia and Eastern Europe. For about 600 years, the superpower of the period during which the three continents were ruling, the Ottoman State was spoken , why did not it spread and talk about in the geographical spreads? Of course, there are many different dimensions of this question, many answers. In spite of this, in spite of the increase in the number of people who are interested in the Turkish language today, a desired education policy has not been established. In this study different dimensions of this situation were examined and connected with current problems.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"YABANCI DİL OLARAK TÜRKÇE ÖĞRETİMİNDE GEÇMİŞTEN GÜNÜMÜZE SÜREGELEN PROBLEMLER 1 PROBLEMS IN TURKISH EDUCATION AS FOREIGN LANGUAGE FROM PAST TO PRESENT","attachmentId":55372944,"attachmentType":"pdf","work_url":"https://www.academia.edu/35508564/YABANCI_D%C4%B0L_OLARAK_T%C3%9CRK%C3%87E_%C3%96%C4%9ERET%C4%B0M%C4%B0NDE_GE%C3%87M%C4%B0%C5%9ETEN_G%C3%9CN%C3%9CM%C3%9CZE_S%C3%9CREGELEN_PROBLEMLER_1_PROBLEMS_IN_TURKISH_EDUCATION_AS_FOREIGN_LANGUAGE_FROM_PAST_TO_PRESENT","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/35508564/YABANCI_D%C4%B0L_OLARAK_T%C3%9CRK%C3%87E_%C3%96%C4%9ERET%C4%B0M%C4%B0NDE_GE%C3%87M%C4%B0%C5%9ETEN_G%C3%9CN%C3%9CM%C3%9CZE_S%C3%9CREGELEN_PROBLEMLER_1_PROBLEMS_IN_TURKISH_EDUCATION_AS_FOREIGN_LANGUAGE_FROM_PAST_TO_PRESENT"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="1" data-entity-id="26892457" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/26892457/YABANCI_D%C4%B0L_OLARAK_T%C3%9CRK%C3%87E_%C3%96%C4%9ERENEN_%C4%B0RANLILARA_B%C4%B0RDEN_FAZLA_%C3%87OK_%C3%87ATILI_F%C4%B0%C4%B0LER%C4%B0N_%C3%96%C4%9ERET%C4%B0M%C4%B0NDE_KAR%C5%9EILA%C5%9EILAN_SORUNLAR">YABANCI DİL OLARAK TÜRKÇE ÖĞRENEN İRANLILARA BİRDEN FAZLA (ÇOK) ÇATILI FİİLERİN ÖĞRETİMİNDE KARŞILAŞILAN SORUNLAR</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="15364386" href="https://aydin.academia.edu/emrahboylu">emrah boylu</a><span>, </span><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="4981633" href="https://independent.academia.edu/UmutBa%C5%9Far">Umut Başar</a></div><p class="ds-related-work--abstract ds2-5-body-sm">Günümüzde sadece Türkiye’de değil dünyanın pek çok ülkesinde de çeşitli kurum ve kuruluşlar vasıtasıyla yabancı dil olarak Türkçe öğretimi yapılmaktadır. Türkçenin yabancı dil olarak rağbet gördüğü bölgelerden biri Ortadoğu olup şüphesiz bu bölgede, Türk diline ilginin en yüksek olduğu ülke ise İran’dır. Komşuluk ilişkilerimizin oldukça gelişmiş olduğu İran’da, uzun yıllardan beri çeşitli müesseseler eliyle Türkiye Türkçesi öğretimi yapılmakta olup her yıl binlerle ifade edilebilecek sayıda İranlı Türkçe öğrenmektedir. 2015 Aralık-2016 Mart döneminde sadece Yunus Emre Enstitüsü Tahran Türk Kültür Merkezinde 530 kişi Türkçe öğrenmiştir. Bu kurumun 5 yılda yaklaşık 5000 kişiye Türkçe öğrettiği göz önüne alındığında Türkçeye olan ilgi anlaşılabilir. Her ne kadar Türkçe-Farsça tarihî süreç içerisinde birbirini kelime, cümle, deyim, atasözü ve dil bilgisi bakımından etkilemiş olsa da Ural-Altay dil ailesine mensup Türkçe ile Hint-Avrupa dil ailesine mensup Farsça arasında özellikle dil bilgisel açıdan büyük farklılık bulunmaktadır. Bu çerçevede, yabancı dil olarak Türkiye Türkçesi öğrenen İranlıların dil bilgisi öğrenirken güçlük çektiği alanlardan biri Türkçedeki “Fiil Çatısı” konusudur. İlave olarak birçok çatı ekini almış (oku-t-tur-ul-mak) bir fiilin manasının, yabancı dil olarak Türkçe öğrenen İranlı bir hedef kitle tarafından anlaşılması oldukça zor olmakta ve çoğu zaman İranlı hedef kitle birden çok çatılı fiilleri kullanamamaktadır. Hedef kitle tarafından yapılması muhtemel hataların önceden bilinmesi öğreticinin tedbir almasını ve öğretim sürecini daha iyi planlamasını sağlayacaktır. Bu bağlamda, yapılan bu çalışmada yabancı dil olarak Türkçe öğrenen İranlılara birden fazla (çok) çatılı fiillerin öğretiminde yaşanan sorunlar ve sebepleri ele alınmış, bu sorunları aşmak adına çözüm önerileri sunulmuştur.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"YABANCI DİL OLARAK TÜRKÇE ÖĞRENEN İRANLILARA BİRDEN FAZLA (ÇOK) ÇATILI FİİLERİN ÖĞRETİMİNDE KARŞILAŞILAN SORUNLAR","attachmentId":47156789,"attachmentType":"pdf","work_url":"https://www.academia.edu/26892457/YABANCI_D%C4%B0L_OLARAK_T%C3%9CRK%C3%87E_%C3%96%C4%9ERENEN_%C4%B0RANLILARA_B%C4%B0RDEN_FAZLA_%C3%87OK_%C3%87ATILI_F%C4%B0%C4%B0LER%C4%B0N_%C3%96%C4%9ERET%C4%B0M%C4%B0NDE_KAR%C5%9EILA%C5%9EILAN_SORUNLAR","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/26892457/YABANCI_D%C4%B0L_OLARAK_T%C3%9CRK%C3%87E_%C3%96%C4%9ERENEN_%C4%B0RANLILARA_B%C4%B0RDEN_FAZLA_%C3%87OK_%C3%87ATILI_F%C4%B0%C4%B0LER%C4%B0N_%C3%96%C4%9ERET%C4%B0M%C4%B0NDE_KAR%C5%9EILA%C5%9EILAN_SORUNLAR"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="2" data-entity-id="43944775" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/43944775/T_C_DOKUZ_EYL%C3%9CL_%C3%9CN%C4%B0VERS%C4%B0TES%C4%B0_SOSYAL_B%C4%B0L%C4%B0MLER_ENST%C4%B0T%C3%9CS%C3%9C_T%C3%9CRK_D%C4%B0L%C4%B0_VE_EDEB%C4%B0YATI_ANAB%C4%B0L%C4%B0M_DALI_T%C3%9CRK_D%C4%B0L%C4%B0_VE_EDEB%C4%B0YATI_PROGRAMI_Y%C3%9CKSEK_L%C4%B0SANS_TEZ%C4%B0_MEHMET_AK%C4%B0F%C4%B0N_%C5%9E%C4%B0%C4%B0RLER%C4%B0NDE_TASV%C4%B0R_%C3%9CZER%C4%B0NE_B%C4%B0R_%C4%B0NCELEME">T.C. DOKUZ EYLÜL ÜNİVERSİTESİ SOSYAL BİLİMLER ENSTİTÜSÜ TÜRK DİLİ VE EDEBİYATI ANABİLİM DALI TÜRK DİLİ VE EDEBİYATI PROGRAMI YÜKSEK LİSANS TEZİ MEHMET AKİF'İN ŞİİRLERİNDE TASVİR ÜZERİNE BİR İNCELEME</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="28725927" href="https://gkgkgkg.academia.edu/DilekYard%C4%B1m">Dilek Yardım Akyar</a></div><p class="ds-related-work--metadata ds2-5-body-xs">2020</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"T.C. DOKUZ EYLÜL ÜNİVERSİTESİ SOSYAL BİLİMLER ENSTİTÜSÜ TÜRK DİLİ VE EDEBİYATI ANABİLİM DALI TÜRK DİLİ VE EDEBİYATI PROGRAMI YÜKSEK LİSANS TEZİ MEHMET AKİF'İN ŞİİRLERİNDE TASVİR ÜZERİNE BİR İNCELEME","attachmentId":64269939,"attachmentType":"pdf","work_url":"https://www.academia.edu/43944775/T_C_DOKUZ_EYL%C3%9CL_%C3%9CN%C4%B0VERS%C4%B0TES%C4%B0_SOSYAL_B%C4%B0L%C4%B0MLER_ENST%C4%B0T%C3%9CS%C3%9C_T%C3%9CRK_D%C4%B0L%C4%B0_VE_EDEB%C4%B0YATI_ANAB%C4%B0L%C4%B0M_DALI_T%C3%9CRK_D%C4%B0L%C4%B0_VE_EDEB%C4%B0YATI_PROGRAMI_Y%C3%9CKSEK_L%C4%B0SANS_TEZ%C4%B0_MEHMET_AK%C4%B0F%C4%B0N_%C5%9E%C4%B0%C4%B0RLER%C4%B0NDE_TASV%C4%B0R_%C3%9CZER%C4%B0NE_B%C4%B0R_%C4%B0NCELEME","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/43944775/T_C_DOKUZ_EYL%C3%9CL_%C3%9CN%C4%B0VERS%C4%B0TES%C4%B0_SOSYAL_B%C4%B0L%C4%B0MLER_ENST%C4%B0T%C3%9CS%C3%9C_T%C3%9CRK_D%C4%B0L%C4%B0_VE_EDEB%C4%B0YATI_ANAB%C4%B0L%C4%B0M_DALI_T%C3%9CRK_D%C4%B0L%C4%B0_VE_EDEB%C4%B0YATI_PROGRAMI_Y%C3%9CKSEK_L%C4%B0SANS_TEZ%C4%B0_MEHMET_AK%C4%B0F%C4%B0N_%C5%9E%C4%B0%C4%B0RLER%C4%B0NDE_TASV%C4%B0R_%C3%9CZER%C4%B0NE_B%C4%B0R_%C4%B0NCELEME"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="3" data-entity-id="35938083" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/35938083/%C3%96%C4%9ERETMEN_G%C3%96R%C3%9C%C5%9E%C3%9CNE_G%C3%96RE_YABANCI_D%C4%B0L_OLARAK_T%C3%9CRK%C3%87E_%C3%96%C4%9ERET%C4%B0M%C4%B0NDE_KAZAK_%C3%96%C4%9ERENC%C4%B0LER%C4%B0N_KAR%C5%9EILA%C5%9ETIKLARI_SORUNLAR_HALLENGES_FACED_BY_KAZAKH_STUDENTS_IN_TEACHING_TURKISH_AS_A_FOREIGN_LANGUAGE_IN_THE_TEACHERS_VIEW">ÖĞRETMEN GÖRÜŞÜNE GÖRE YABANCI DİL OLARAK TÜRKÇE ÖĞRETİMİNDE KAZAK ÖĞRENCİLERİN KARŞILAŞTIKLARI SORUNLAR HALLENGES FACED BY KAZAKH STUDENTS IN TEACHING TURKISH AS A FOREIGN LANGUAGE IN THE TEACHER'S VIEW</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="57648251" href="https://ibsu.academia.edu/MUSTAFAARSLAN">MUSTAFA ARSLAN</a></div><p class="ds-related-work--abstract ds2-5-body-sm">Yabancı dil öğretiminde hedef kitlenin dil özellikleri dilin yapısı yapısı üzerinde özellikle durulmalıdır. Elde edilen birikimler göstermiştir ki yabancı dil olarak Türkçenin soydaş halklara öğretimi ile farklı köken ve yapıya sahip dilleri konuşanlara öğretimi ve yöntemleri arasında farklılıklar vardır. Bu araştırmada Kazakistan örneği üzerinden yabancı dil olarak Türkçenin soydaş halklara öğretiminde karşılaşılan sorunlar üzerine bir durum tespiti yapılmaya ve çözüm önerileri sunulmaya çalışılmıştır. Nitel ve nicel (karma yöntem) yöntemler kullanılarak yapılan araştırmada doğru verilere ulaşmak üzere ilgili kaynaklar incelenmiş ve uzman görüşler-ine başvurularak likert tipi sorulardan oluşan bir anket geliştirilmiştir. Elde edilen veriler Excel ve RStudio programlarında analiz edilerek tablolar halinde yorumlanabilir hale getirilmiştir. Yapılan araştırmada Türki-ye Türkçesi öğrenen Kazak öğrencilerin Türkçe dil becerilerinden okuma ve yazmada çok çeşitli biçimlerde hatalar yaptıkları tespit edilmiştir. Elde edilen bulgulara göre Kazakların, Türkiye Türkçesi öğrenirken yazma becerisinde okuma becerisinden daha fazla hata yaptıkları, fonetik açıdan yaptıkları hataların morfolojik olar-ak yaptıkları hatalardan çok olduğu, öğrencilerin sayısal ifadeleri ve uzun kelimeleri okumakta ve yazmakta zorlandıkları, Kazakçası iyi olan öğrencilerin daha az hata yaptıkları gibi sonuçlar ortaya çıkmıştır. Bu hata-ların oluşmasında Rusçanın ve anadilden yapılan olumsuz aktarımların etkisinin olduğu düşünülmektedir. ABSTRACT The language characteristics and structure of the target language should be emphasized in foreign language teaching. The teaching of Turkish as a foreign language to Turkish compatriots and the teaching of the speakers of different origins and structures with different methods are manifested more clearly as a result of the accumulation. In this research, it was tried to find out a situation on the problems encountered in teaching Turkish as a foreign language to the Turkish compatriots by taking Kazakhstan as an example and to present solution proposals. In order to reach the correct data in the research using qualitative and quantitative (semi-structural method) methods, relevant sources were examined and a questionnaire consisting of Likert type questions was developed by referring to expert opinions. The obtained data is analyzed in Excel and RStudio programs and interpreted with tables. It has been determined that the Kazakh students learning Turkish with Turkey's Turkish have made mistakes in reading and writing in a variety of forms from Turkish language skills. According to the findings obtained, it was found that the Kazakh students made more mistakes in the writing skill than the reading skill in learning Turkey's Turkish, that the mistakes they made in terms of phonetics were more than in morphology, that the students had difficulty with reading and writing the numerical expressions and long words, that the students who know Kazakh very well make fewer mistakes. It has been considered that the occurrence of these errors is influenced by negative transfers from Russian and the mother tongue. Cemal Özdemir , Mustafa Arslan-Öğretmen Görüşüne Göre Yabancı Dil Olarak Türkçe Öğretiminde Kazak Öğrencilerin Karşılaştıkları Sorunlar</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"ÖĞRETMEN GÖRÜŞÜNE GÖRE YABANCI DİL OLARAK TÜRKÇE ÖĞRETİMİNDE KAZAK ÖĞRENCİLERİN KARŞILAŞTIKLARI SORUNLAR HALLENGES FACED BY KAZAKH STUDENTS IN TEACHING TURKISH AS A FOREIGN LANGUAGE IN THE TEACHER'S VIEW","attachmentId":55820023,"attachmentType":"pdf","work_url":"https://www.academia.edu/35938083/%C3%96%C4%9ERETMEN_G%C3%96R%C3%9C%C5%9E%C3%9CNE_G%C3%96RE_YABANCI_D%C4%B0L_OLARAK_T%C3%9CRK%C3%87E_%C3%96%C4%9ERET%C4%B0M%C4%B0NDE_KAZAK_%C3%96%C4%9ERENC%C4%B0LER%C4%B0N_KAR%C5%9EILA%C5%9ETIKLARI_SORUNLAR_HALLENGES_FACED_BY_KAZAKH_STUDENTS_IN_TEACHING_TURKISH_AS_A_FOREIGN_LANGUAGE_IN_THE_TEACHERS_VIEW","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/35938083/%C3%96%C4%9ERETMEN_G%C3%96R%C3%9C%C5%9E%C3%9CNE_G%C3%96RE_YABANCI_D%C4%B0L_OLARAK_T%C3%9CRK%C3%87E_%C3%96%C4%9ERET%C4%B0M%C4%B0NDE_KAZAK_%C3%96%C4%9ERENC%C4%B0LER%C4%B0N_KAR%C5%9EILA%C5%9ETIKLARI_SORUNLAR_HALLENGES_FACED_BY_KAZAKH_STUDENTS_IN_TEACHING_TURKISH_AS_A_FOREIGN_LANGUAGE_IN_THE_TEACHERS_VIEW"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="4" data-entity-id="37608687" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/37608687/G%C3%9CN%C3%9CM%C3%9CZDE_YABANCI_D%C4%B0L_OLARAK_T%C3%9CRK%C3%87E_%C3%96%C4%9ERET%C4%B0M%C4%B0N%C4%B0N_DURUMU_THE_STATE_OF_TEACHING_TURKISH_AS_A_FOREIGN_LANGUAGE_TODAY">GÜNÜMÜZDE YABANCI DİL OLARAK TÜRKÇE ÖĞRETİMİNİN DURUMU THE STATE OF TEACHING TURKISH AS A FOREIGN LANGUAGE TODAY</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="40956858" href="https://independent.academia.edu/CemalOzdemir">Prof. Dr. Cemal Özdemir</a></div><p class="ds-related-work--metadata ds2-5-body-xs">ALATOO ACADEMIC STUDIES, 2018</p><p class="ds-related-work--abstract ds2-5-body-sm">Özet Günümüz dünyasında etkisini artırarak gelişen dillerden biri de şüphesiz Türkçedir. 30 yıl öncesine kadar yalnızca Türkiye toprakları içerisinde yabancılara öğretim faaliyetleri yapılan Türkçe günümüzde dünyanın dört bir yanında öğrenilmek istenen bir dil konumuna gelmiştir. Bu gelişimde Türkiye Cumhuriyeti'nin gayretleri kadar özel teşebbüslerin de etkisi bir hayli fazladır. Bu açıdan Türkçenin günümüzde etkinliğinin artmasında etkili olan unsurların araştırılarak ortaya konulması farklı bir öneme sahiptir. Bu çalışmada gerek Türkiye'de gerekse Türkiye dışında yabancılara Türkçe öğretimi faaliyetleri ve bu faaliyetleri ortaya koyan kurumlar ve organizasyonlar ele alınmaya çalışılacaktır. Abstract One of the languages that developed by increasing the influence in today's world is undoubtedly Turkish. 30 years ago made up only of academic activities of foreigners in the territory of Turkey today Turkish language has come to a position which is a desired language to learn around the world. In this development, as well as the efforts of the Turkish Republic, there is a great deal of influence of private enterprises. In this respect, it is of a different importance that the elements that are effective in increasing the effectiveness of Turkish today are investigated and revealed. In this study, the activities of teaching Turkish to foreigners both in Turkey and abroad and institutions and organizations that demonstrate these activities will be discussed.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"GÜNÜMÜZDE YABANCI DİL OLARAK TÜRKÇE ÖĞRETİMİNİN DURUMU THE STATE OF TEACHING TURKISH AS A FOREIGN LANGUAGE TODAY","attachmentId":57590942,"attachmentType":"pdf","work_url":"https://www.academia.edu/37608687/G%C3%9CN%C3%9CM%C3%9CZDE_YABANCI_D%C4%B0L_OLARAK_T%C3%9CRK%C3%87E_%C3%96%C4%9ERET%C4%B0M%C4%B0N%C4%B0N_DURUMU_THE_STATE_OF_TEACHING_TURKISH_AS_A_FOREIGN_LANGUAGE_TODAY","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/37608687/G%C3%9CN%C3%9CM%C3%9CZDE_YABANCI_D%C4%B0L_OLARAK_T%C3%9CRK%C3%87E_%C3%96%C4%9ERET%C4%B0M%C4%B0N%C4%B0N_DURUMU_THE_STATE_OF_TEACHING_TURKISH_AS_A_FOREIGN_LANGUAGE_TODAY"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="5" data-entity-id="33112059" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/33112059/T%C3%9CRK_SOYLU_%C3%96%C4%9ERENC%C4%B0LER%C4%B0N_YABANCI_D%C4%B0L_OLARAK_T%C3%9CRK%C3%87E_%C3%96%C4%9EREN%C4%B0RKEN_KAR%C5%9EILA%C5%9ETIKLARI_SORUNLAR_pdf">TÜRK SOYLU ÖĞRENCİLERİN YABANCI DİL OLARAK TÜRKÇE ÖĞRENİRKEN KARŞILAŞTIKLARI SORUNLAR.pdf</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="392137" href="https://mehmetakif.academia.edu/HakanULPER">Hakan ULPER</a><span>, </span><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="3581010" href="https://pamukkale.academia.edu/G%C3%B6khan%C3%87etinkaya">Gökhan Çetinkaya</a></div><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"TÜRK SOYLU ÖĞRENCİLERİN YABANCI DİL OLARAK TÜRKÇE ÖĞRENİRKEN KARŞILAŞTIKLARI SORUNLAR.pdf","attachmentId":53207632,"attachmentType":"pdf","work_url":"https://www.academia.edu/33112059/T%C3%9CRK_SOYLU_%C3%96%C4%9ERENC%C4%B0LER%C4%B0N_YABANCI_D%C4%B0L_OLARAK_T%C3%9CRK%C3%87E_%C3%96%C4%9EREN%C4%B0RKEN_KAR%C5%9EILA%C5%9ETIKLARI_SORUNLAR_pdf","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/33112059/T%C3%9CRK_SOYLU_%C3%96%C4%9ERENC%C4%B0LER%C4%B0N_YABANCI_D%C4%B0L_OLARAK_T%C3%9CRK%C3%87E_%C3%96%C4%9EREN%C4%B0RKEN_KAR%C5%9EILA%C5%9ETIKLARI_SORUNLAR_pdf"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="6" data-entity-id="44431896" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/44431896/YABANCI_D%C4%B0L_OLARAK_T%C3%9CRK%C3%87E_%C3%96%C4%9ERET%C4%B0M%C4%B0NDE_D%C4%B0LB%C4%B0LG%C4%B0SEL_KAYNAKLI_G%C3%9C%C3%87L%C3%9CKLER%C4%B0N_BEL%C4%B0RLENMES%C4%B0_A_STUDY_INTO_THE_GRAMMAR_BASED_DIFFICULTIES_IN_TEACHING_TURKISH_AS_A_FOREIGN_LANGUAGE">YABANCI DİL OLARAK TÜRKÇE ÖĞRETİMİNDE DİLBİLGİSEL KAYNAKLI GÜÇLÜKLERİN BELİRLENMESİ A STUDY INTO THE GRAMMAR-BASED DIFFICULTIES IN TEACHING TURKISH AS A FOREIGN LANGUAGE</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="9636135" href="https://erbakan.academia.edu/ZuhalGuven">Zuhal Guven</a><span>, </span><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="2217283" href="https://erbakan.academia.edu/A%C5%9Eahin">Ayten Bülbül</a></div><p class="ds-related-work--abstract ds2-5-body-sm">Öz Yabancı dil olarak Türkçe öğretimi programlarının değerlendirilebilmesi ve geliştirilebilmesi için nitelikli sorun analizlerinin yapılması gereklidir. Dil eğitiminin önemli bileşenlerinden biri olan dilbilgisi öğretimi alanında yaşanan güçlüklerin belirlenmesi de bu analizler arasında yer almaktadır. Yabancı dil olarak Türkçe öğrenen uluslararası öğrenciler ve alanda çalışan öğretim elemanlarının karşılaştıkları temel düzeyde dilbilgisel güçlükleri saptamak amacıyla yapılan bu çalışma Necmettin Erbakan Üniversitesi Türkçe Öğretimi Uygulama ve Araştırma Merkezi'nde (KONDİL) gerçekleştirilmiştir. 66 uluslararası öğrenci ve 7 öğretim elemanının katılımcı olarak yer aldığı bu çalışmada yöntem olarak betimsel tarama modeli kullanılmıştır. 22 soru ve altı alt bileşenden oluşan sormaca ile toplanan veriler SPSS 21.0 ile çözümlenmiştir. Elde edilen bulgular öğrenciler ve öğretim elemanlarının görüşlerinin Adlar alt bileşeni hariç diğer tüm bileşenlerde birbirine koşut olduğunu göstermiştir. Anahtar Kelimeler: Dilbilgisi, Dilbilgisi Öğrenimi, Dilbilgisel Güçlük, Yabancı Dil Olarak Türkçe Öğretimi. Abstract It is essential to do qualified needs analyses to evaluate and develop Teaching Turkish as a Foreign Language programs. It is also significantly important for various reasons to detect difficulties in teaching and learning grammar, which is one of main components in language teaching. This study was conducted at Turkish Teaching, Application and Research Center (KONDİL) in Necmettin Erbakan University with an aim to investigate the grammar difficulties that learners and teachers met in learning/teaching Turkish as a foreign language. The study group was composed of 66 international students and 7 teachers. Descriptive survey model was used as a method and the data were collected through a survey with 22 items and 6 components. The collected data were statistically analysed through the SPSS 21.0. The findings revealed that the opinions of students and teachers about the grammatical difficulties they had in learning/teaching Turkish were similar for all the components except for the Nouns component.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"YABANCI DİL OLARAK TÜRKÇE ÖĞRETİMİNDE DİLBİLGİSEL KAYNAKLI GÜÇLÜKLERİN BELİRLENMESİ A STUDY INTO THE GRAMMAR-BASED DIFFICULTIES IN TEACHING TURKISH AS A FOREIGN LANGUAGE","attachmentId":64849492,"attachmentType":"pdf","work_url":"https://www.academia.edu/44431896/YABANCI_D%C4%B0L_OLARAK_T%C3%9CRK%C3%87E_%C3%96%C4%9ERET%C4%B0M%C4%B0NDE_D%C4%B0LB%C4%B0LG%C4%B0SEL_KAYNAKLI_G%C3%9C%C3%87L%C3%9CKLER%C4%B0N_BEL%C4%B0RLENMES%C4%B0_A_STUDY_INTO_THE_GRAMMAR_BASED_DIFFICULTIES_IN_TEACHING_TURKISH_AS_A_FOREIGN_LANGUAGE","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/44431896/YABANCI_D%C4%B0L_OLARAK_T%C3%9CRK%C3%87E_%C3%96%C4%9ERET%C4%B0M%C4%B0NDE_D%C4%B0LB%C4%B0LG%C4%B0SEL_KAYNAKLI_G%C3%9C%C3%87L%C3%9CKLER%C4%B0N_BEL%C4%B0RLENMES%C4%B0_A_STUDY_INTO_THE_GRAMMAR_BASED_DIFFICULTIES_IN_TEACHING_TURKISH_AS_A_FOREIGN_LANGUAGE"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="7" data-entity-id="26925744" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/26925744/YABANCI_D%C4%B0L_OLARAK_T%C3%9CRK%C3%87E_%C3%96%C4%9ERET%C4%B0M%C4%B0NDE_T%C3%9CRK_SOYLU_%C3%96%C4%9ERENC%C4%B0LERLE_T%C3%9CRK_SOYLU_OLMAYAN_%C3%96%C4%9ERENC%C4%B0LERE_DURUM_EKLER%C4%B0N%C4%B0N_%C3%96%C4%9ERET%C4%B0LMES%C4%B0_MESELES%C4%B0">YABANCI DİL OLARAK TÜRKÇE ÖĞRETİMİNDE TÜRK SOYLU ÖĞRENCİLERLE TÜRK SOYLU OLMAYAN ÖĞRENCİLERE DURUM EKLERİNİN ÖĞRETİLMESİ MESELESİ</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="1296456" href="https://usak.academia.edu/ErolSakalli">Erol Sakalli</a></div><p class="ds-related-work--abstract ds2-5-body-sm">Özet: Türkçenin yabancı dil olarak öğretildiği sınıflarda öğrenciler arasındaki seviye farklılıkları çeşitli tekniklerle aşılabilir. Ne var ki, özellikle başlangıç seviyesindeki sınıflarda Türk soylu öğrencilerle Türk soylu olmayan öğrencilerin seviye farkı çok daha aşikârdır. Bu fark da Türkçenin zengin eklerinin doğru ve yerinde kullanılamamasından kaynaklanmaktadır. Özellikle durum eklerinde zorluk yaşandığı görülmektedir. Türk soylu öğrencilerin bu eklerle ilgili sorunu, ekleri kendi lehçelerindeki şekliyle kullanmak biçimde karşımıza çıkmaktadır. Ancak Türk soylu öğrenciler kendi dillerinde zaten var olan durum eklerini çok daha kolaylıkla anlayıp kullanabilmekteyken, Türk soylu olmayan öğrencilerin bu ekleri kavraması ve kullanabilmesi çok daha zor olmaktadır. Durum eklerinin ne zaman ve nasıl kullanılacağını tam olarak anlamak bu öğrenciler için uzun zaman alabilmektedir. Bu eklerin anadili Türkçe olan öğrencilere anlatıldığı şekilde anlatılması Türk soylu olmayan yabancı öğrencilerin anlayabileceği bir yöntem değildir. Bu eklerin, bu öğrencilere anlatılmasında öğrencilerin mümkünse kendi ana dillerinden de faydalanarak daha farklı ve çeşitli tekniklerin kullanılması gerekmektedir. Genelde Türkçenin ve özelde ise durum eklerinin tümdengelim yöntemiyle öğretilmesi her şeyden önce Türkçenin eklemeli dil yapısına aykırıdır. Pek çok Hint-Avrupa dilinin aksine, Türkçenin, dilin en temelini oluşturan eklerden yola çıkarak tümevarım yöntemiyle öğretilmesi çok daha doğru bir yaklaşım olacaktır. Biz çalışmamızda öncelikle Türk soylu ve Türk soylu olmayan öğrenciler arasındaki farklılıklara değinecek, daha sonra çeşitli ders kitaplarını inceleyerek durum eklerinin bu kitaplarda nasıl ele alındığını göstereceğiz. Genel bir değerlendirmeden sonra Uşak Üniversitesi Türkçe Öğretimi Uygulama ve Araştırma Merkezindeki deneyimlerimizden yola çıkarak ve benzer eklerin/ yapıların bulunduğu diğer dillerin öğretim yöntem ve tekniklerini de irdeleyerek yabancı dil olarak Türkçe öğretiminde durum eklerinin nasıl daha verimli öğretilebileceği konusunda yeni fikirler sunmaya çalışacağız. Anahtar Kelimeler: Yabancı Dil Olarak Türkçe, Durum Ekleri, İstem. Abstract: The disparity among students in Turkish as a Foreign Language classes can be overcome using several methods. The disparity, however, between Turkic and non-Turkic students is quite clear especially during the elementary levels, which mainly results from the incorrect use of the rich suffixes in Turkish. Case suffixes, in particular, is one of the problems. The problem that Turkic students have using these suffixes is that they tend to use them as in their own language, but the problem with non</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"YABANCI DİL OLARAK TÜRKÇE ÖĞRETİMİNDE TÜRK SOYLU ÖĞRENCİLERLE TÜRK SOYLU OLMAYAN ÖĞRENCİLERE DURUM EKLERİNİN ÖĞRETİLMESİ MESELESİ","attachmentId":47189445,"attachmentType":"pdf","work_url":"https://www.academia.edu/26925744/YABANCI_D%C4%B0L_OLARAK_T%C3%9CRK%C3%87E_%C3%96%C4%9ERET%C4%B0M%C4%B0NDE_T%C3%9CRK_SOYLU_%C3%96%C4%9ERENC%C4%B0LERLE_T%C3%9CRK_SOYLU_OLMAYAN_%C3%96%C4%9ERENC%C4%B0LERE_DURUM_EKLER%C4%B0N%C4%B0N_%C3%96%C4%9ERET%C4%B0LMES%C4%B0_MESELES%C4%B0","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/26925744/YABANCI_D%C4%B0L_OLARAK_T%C3%9CRK%C3%87E_%C3%96%C4%9ERET%C4%B0M%C4%B0NDE_T%C3%9CRK_SOYLU_%C3%96%C4%9ERENC%C4%B0LERLE_T%C3%9CRK_SOYLU_OLMAYAN_%C3%96%C4%9ERENC%C4%B0LERE_DURUM_EKLER%C4%B0N%C4%B0N_%C3%96%C4%9ERET%C4%B0LMES%C4%B0_MESELES%C4%B0"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="8" data-entity-id="33871086" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/33871086/T%C3%9CRK%C3%87E_%C3%96%C4%9ERENEN_YABANCI_%C3%96%C4%9ERENCLERN_KAR%C5%9EILA%C5%9ETI%C4%9EI_SORUNLAR_ATAT%C3%9CRK_%C3%9CNVERSTES_%C3%96RNE%C4%9E_THE_PROBLEMS_FACED_BY_THE_FOREIGN_STUDENTS_LEARNING_TURKISH_ATATURK_UNIVERSITY_CASE">TÜRKÇE ÖĞRENEN YABANCI ÖĞRENCLERN KARŞILAŞTIĞI SORUNLAR: ATATÜRK ÜNVERSTES ÖRNEĞ THE PROBLEMS FACED BY THE FOREIGN STUDENTS LEARNING TURKISH: ATATURK UNIVERSITY CASE</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="1259332" href="https://amasya.academia.edu/Nur%C5%9FatBi%C3%A7er">Nurşat Biçer</a></div><p class="ds-related-work--abstract ds2-5-body-sm">Öz Bu araştırmanın amacı Atatürk ÜniversitesiDLMER'de(Dil Eğitimi Uygulama ve Araştırma Merkezi) 2012-2013 eğitim-öğretim yılında Türkçe öğrenen yabancı öğrencilerin karşılaştıkları sorunları belirlemek ve bunlara yönelik çözüm önerileri sunmaktır. Araştırma kapsamında Atatürk Üniversitesinde Türkçe öğrenen yabancı uyruklu öğrencilerden yarı yapılandırılmış görüşme formu kullanılarak veriler toplanmıştır. Toplanan veriler üzerinde içerik analizi yapılmıştır. Bu araştırmayla Türkçenin dil özelliklerine ilişkin yaşanan sorunlar, temel dil becerilerine ilişkin sorunlar, derslerin işlenme yöntemiyle ilgili sorunlar, ölçme-değerlendirmeyle ilgili sorunlar, okutmanlara ilişkin yaşanan sorunlar, yaşanan çevreyle ilgili sorunlar, kurumlarla ilgili sorunlar yabancı öğrencilerin görüşleri doğrultusunda tespit edilmiştir.Yabancı öğrencilerin telaffuz, alfabe, yazma, okutmanların hızlı konuşmaları, hayat pahalılığı vb. konularda daha fazla sorun yaşadığı belirlenmiştir. Araştırma sonuçlarının Atatürk Üniversitesinde Türkçe öğrenen yabancı öğrencilerin karşılaştıkları sorunların çözümüne yönelik katkı sağlayacağı öngörülmektedir. Anahtar Kelimeler: Yabancılara Türkçe öğretimi, yabancılara Türkçe öğretimi sorunları, nitel araştırma, Atatürk Üniversitesi. Abstract The aim of this research is to determine the problems that the foreign students learning Turkish at Ataturk University DLMER (Language Education Application and Research Center) face and put forward solutions for these problems. Within the scope of the research, by using semi-structured interview form, the data were collected from the foreign national students learning Turkish at Ataturk University. A content analysis was made on the data collected. With this research, the problems about the language characteristics of Turkish, the problems about the teaching method, the problems about the assessment an devaluation, the problems related to the lecturers, the problems about the environment, and the problems about the institutions were ascertained in accordance with the views of the foreign students. It was determined that the foreign students had more difficulty in the cases such as pronunciation, alphabet, writing, lecturers' fast speaking, high cost of living etc. It is envisaged that there sult of the research will contribute to the solutions of the problems faced by the foreign students who are learning Turkish at Ataturk University.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"TÜRKÇE ÖĞRENEN YABANCI ÖĞRENCLERN KARŞILAŞTIĞI SORUNLAR: ATATÜRK ÜNVERSTES ÖRNEĞ THE PROBLEMS FACED BY THE FOREIGN STUDENTS LEARNING TURKISH: ATATURK UNIVERSITY CASE","attachmentId":53848692,"attachmentType":"pdf","work_url":"https://www.academia.edu/33871086/T%C3%9CRK%C3%87E_%C3%96%C4%9ERENEN_YABANCI_%C3%96%C4%9ERENCLERN_KAR%C5%9EILA%C5%9ETI%C4%9EI_SORUNLAR_ATAT%C3%9CRK_%C3%9CNVERSTES_%C3%96RNE%C4%9E_THE_PROBLEMS_FACED_BY_THE_FOREIGN_STUDENTS_LEARNING_TURKISH_ATATURK_UNIVERSITY_CASE","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/33871086/T%C3%9CRK%C3%87E_%C3%96%C4%9ERENEN_YABANCI_%C3%96%C4%9ERENCLERN_KAR%C5%9EILA%C5%9ETI%C4%9EI_SORUNLAR_ATAT%C3%9CRK_%C3%9CNVERSTES_%C3%96RNE%C4%9E_THE_PROBLEMS_FACED_BY_THE_FOREIGN_STUDENTS_LEARNING_TURKISH_ATATURK_UNIVERSITY_CASE"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" 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