AFGANİSTANLI ÖĞRENCİLERİN TÜRKÇE ÇATI YAPILARINI ÖĞRENİRKEN KARŞILAŞTIĞI SORUNLAR VE ÇÖZÜM ÖNERİLERİ
Samadbek, Feada Mohammad
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[SAMADBEK, Feada Mohammad]. [ISSUES OF AFGHAN STUDENTS LEARNİNG TURKİSH VOİCE STRUCTURES (REFLEXİVE, RECİPROCAL, PASSİVE AND CAUSATİVES) AND SUGGESTİONS TO THESE PROBLEMS], [Education], Ankara, . Students studying in Turkology, Uzbek language and literature departments in Afghanistan are known to have difficulty learning Turkish voice structures. Turkish classes are composed of students speaking Persian, Pashto and Uzbek languages. While learning a foreign language, one would speak the language after having it formulaized in his/her own mother tongue language structures first. According to linguistic structures and features, one may encounter some obstacles and difficulties while teaching Turkish as a foreign language. And Afghan students could be given as an axample to this situation. In this study, data were collected within the framework of qualitative research conditions. The questionnaires were answered by participation of intermediate students studying at the Turkish language and literature department in two universities in Kabul. The participants were asked ot translate a set of Persian, Pashto and Uzbek language sentences translated from Turkish, back to their origin. 39 Tajiks, 18 Pashtuns and 15 Uzbek students participated in this study who did the translations with few mistakes. In the SPSS program, the statistics were analyzed and interpreted. Our study consists of three main sections: introduction part in the first section, Turkish voice structures in the second section; Some grammatical features of Uzbek language, Pashto and Persian languages along with findings and comments in the third section.
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