Abstract
THE PROBLEMS EMERGE WHILE TEACHING MULTIPLE GRAMMATICAL VOICE CONJUGATIONS TO IRANIANS WHO STUDY TURKISH AS A FOREIGN LANGUAGE
As known, today Turkish is taught as a foreign language via various institutions not only in Turkey but also all over the world. One of the regions which Turkish is popular as a foreign language is the Middle East, and the country in which the people are the most interested in Turkish in this region is definitely Iran. In Iran with whom Turkey’s neighborhood relations are quite advanced, Turkey Turkish is taught in our historical neighbor Iran via various institutions for many years, and thousands of Iranians study Turkish every year. Between 2015 December and 2016 March 530 people learned Turkish in Yunus Emre Institute Tahran Turkish Cultural Centre. Considering that this institute has taught Turkish to 5000 people in 5 years, interest to Turkish language can be understood. Despite the fact that Turkish and Persian interacted each other throughout history in terms of vocabulary, syntax, expressions, proverbs and also grammatically, Turkish belonging Ural-Altay and Persian belonging Indo-European language family widely differs each other grammatically. In this sense, one of the problems which Iranians who study Turkish encounter is “Grammatical Voice Conjugations”. Furthermore, verbs with multiple voice suffixes (oku-t-tur-ul-mak) is very hardly comprehended by Iranian target groups and usually they cannot put them into practice. Predicting possible mistakes of target groups will enable the instructor to take measures and to plan the instruction process efficiently. In this sense, this study covers the problems and their causes while teaching multiple voice conjugations to Iranians who study Turkish as a foreign language, and proposals to solve these problems are presented.
Keywords
Teaching Turkish as a foreign Language, Iran, Unified roof acts, Problems
