Abstract:

This study aims to identify the use of false examples expressed in the form of erroneously derived structures, which arise from the verbal and rapid use of the language, as a result of an immediate need, by those who learn Turkish as a foreign language and under what conditions they learn them. In addition, the aim is to identify those who learn Turkish as a foreign language with what languages the Turkish is influenced and how much the word is quoted in Turkish as well as their thoughts about the situations. The study was conducted as an example of the incident. In the collection of data, a structured conversation technique was used, 113 foreign students were viewed. Through the data analyzed through visual statistics, the conclusion was that 22% of those who read false examples and learned from their social environments, 17% of those who learned from their social environments and other fields expressed, 15% of those who learned from their reading, 12% of those who learned from other options, or 12% of those who learned from individuals.