Abstract:

Emotions that directly affect the mental phenomena and the learning process are also critical in the process of language learning. Learning a language is a process of displaying performance and both the learner and the people around him/her have expectations. Any kind of emotional condition that may occur during the process of learning affects learning either in a positive way or in a negative way. Facial expressions as well as words are used while expressing or reflecting the emotions. Facial expressions mediate the visualization of the emotions and the place where emotions emerge first is face. In this study, it is aimed to determine the emotional states of the foreign students who study at the level of A1 in the teaching of Turkish as a foreign language related to the subjects in the Turkish course.Qualitative research pattern model has been used to achieve this goal.The study group of this research consists of 58 students who volunteered to participate in this study and took ‘’A1 Turkish’’ lesson in the fall semester of 2019-2020 academic year. In the study, A1 level Turkish language content as a data collection tool, a questionnaire form that reveals the relationship between language learning and emotions, and the created forms were presented to the participants under two titles as “Realizing Communication” and “Grammar” content.When the items that intensify Turkish learners as a foreign language are examined, it is seen that the items in question are mostly related with their formal aspects, which are the typological feature of Turkish that distinguishes it from other languages.The way of complementing Turkish, the relationship of words with affixes and the items related to the words expressing the directions reveal that students whose native language is different from Turkish concentrate on emotions that express anger, disgust, fear, sadness and surprise.

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