Abstract:

The teaching of Turkish as a foreign language differs from the teaching of Turkish as the mother tongue. Students who learn the rules of Turkish as their mother tongue, students who learn a new language while not questioning the attachments, ask all the attachments; they try to realize the meaning it adds to the attachment word, the phrase. The multiplicity attachment is one of the additions that students who learn Turkish as a foreign language are questioning. Why not "my friends" but "my friends"; if it is true why "my friends" are trying to understand the meaning and structure of the language by addressing logical questions as they are right. In this study, two lessons prepared for the purpose of teaching Turkish to foreign students in order to find solutions to these questions and the previous studies on teaching to foreign students of the multiplicity attachment are examined. The previous study on the multiplication attachment focuses on which language attachment is given at the level of which language attachment is especially important in this study, the multiplication attachment is not the place in which language knowledge rankings should be placed in the lesson books; the different meaning characteristics that the word attachment should also be included in the language teaching. The study emphasizes how the teaching of the multi-addition in the curricula is done, at what language level, in what subject and how it should be done, especially in the teaching of the additions, it is emphasized that a language knowledge should be defined based on the multi-dimensionality of the additions, taking into account the language levels of the students. Some of the topics discussed in the language knowledge books should be given in detail at other levels as the student's language level develops after being given at the basic level. It may be difficult and unnecessary to tell and teach the student at the basic level the exaggerating meaning of the lAr multiplication, but as the student’s level advances, it is mandatory to teach that the lAr multiplication adds different meanings to the word it adds. Language knowledge is also a support that facilitates the learning and teaching of a foreign language, although it is not a skill. Because the structure of each language and the knowledge priority of the language are different from each other, the structure of the Turkish language in the teaching of language knowledge should be taken into consideration to a standard ranking.

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