Abstract:

The words are one of the important cultural objects and values that make up the existence of the Turkish word. The difficulties that foreign students experience in learning the sentences in Turkish, one of the richest languages in the world in terms of pattern and words, have been revealed by research done so far. When we consider that language teaching is also a cultural teaching, language teaching is important in Turkish teaching as a foreign language. In this study, C1 level students who learn Turkish as a foreign language will determine whether their teaching will be more effective in terms of historical or simply meaningful terms. As a method of quality research, the action research scheme has been used. For this purpose, the 30 C1 level students were divided into two groups, including 15 tests and 15 control groups, and these students were applied as the 20 dictiones selected in advance and estest. The data obtained from the outcome; gender, country and other variables are analyzed and presented in tables. The results of the study are compared to previous studies. The gender factor has not made any difference in learning, the results are similar to previous studies in terms of country, and the student’s pre-test and estest changes are shown in the table. As a result, it has been seen that teaching words with stories is more effective than teaching them with only meaning.

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