Özet:

The globalizing world order has abolished official boundaries, and the mass media that have been diversifying and developing day by day have brought the communication of people of different nationalities in the World countriesto a different dimension. In addition, political, economic, scientific and cultural activities among countries have increased day by day. These two elements brought foreign language teaching to the agenda and prepared the ground work for accelerating the studies in this field. Turkish, Turkey's geopolitical and strategic position on the world, and has played an active role in World politics is thus attracted the attention of the world's countries and other nations. This has led to the teaching of Turkish as a foreign language. Turkey the country recently has become the focus of interest of the environment. From this point of view, Turkish has become one of the languages to be learned. Ukrainians occupy an important place among Turkish learning communities. These two nations, which belong to different language families, have difficulties in learning the target language. At the beginning of the problems encountered in teaching Turkish as a foreign language to the Ukrainians, which are the subject of the study, we see that the problems related to the sound transmission of Turkish, the problems in terms of morphology, the problems in terms of sentence formation and the problems related to meaning. The study was carried out with qualitative research method on thirty-eight students learning Turkish at Akdeniz University Tömer and Gazi University Tömer. In this study, the above mentioned structural differences, the problems of individuals caused by these differences are discussed, their mistakes are examined and suggestions are made and it is aimed to make Turkish education as a foreign language effective for Ukrainians.

Anahtar Kelimeler: