Abstract:

This study aims to describe the problems of children of primary school age who flee from the war environment in Syria and refuge to Turkey during the Turkish learning process. In the study, the visual scan model was preferred. The research group consists of 160 Syrian students of 4th-class level who have been taught in eight primary schools in the Hatay or Reyhanlı district in the 2020-2021 educational year. The study developed a sample data collection form to identify the problems that immigrant children experience in Turkish learning. The data was collected with the application of the survey developed to students. The data obtained through the survey; frequency distribution, percentage (%) calculations, arithmetic average, quarters and independent groups t tests were analyzed by solving in the SPSS program. As a result of the analysis of the data, the Arabic words in Turkish have achieved the conclusion that the students have facilitated the Turkish learning process, that the students have sufficiently evaluated their teaching books and teachers, that they have no difficulties in Turkish speech but have difficulty in written narrative. In addition, it is clear that from the opinions of the students they can translate Arabic texts into Turkish, they can tell their feelings and thoughts by making Turkish sentences but they can't learn Turkish without taking Turkish lessons. Syrian immigrant students have trouble speaking the voice in the vocal letters mostly "u-o-u-i" and in the quiet letters mostly "g-sh-j-ç" while they have no trouble speaking the voice of d. The research findings describe the problems that Syrian immigrant students experience in the Turkish learning process and offer more comprehensive information about the field by suggesting solutions to these problems. The research suggests that more studies will be conducted from the fields of language skills to speech skills and voice studies will be conducted to strengthen the teaching of voice and silent letters.

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