Özet:

In this study, comparative teaching approach is proposed as a approach that can be used for interdialectal teaching. In this approach, instead of constructing isolated new linguistic or non-linguistic structures related to the target language, it is considered that there will be some benefits of referring to the existing knowledge of the learners: for example, it may facilitate learning, may be useful in error analysis, and may even create more awareness about the target language and its culture. In the face of negative opinions about the problematic of whether the mother tongue has a preventive effect on the learning process of the target language, in this study, it is argued that it actually can be an important support element of the target language when used strategically in addition to the positive effects mentioned above. In this article, the similarities and differences of Kazakh and Turkish speakers in terms of linguistic and cultural elements are pointed out and a comparison example is presented in terms of verbal behaviors. The results of the written study conducted with 20 Turkish and 20 Kazakh university preparatory students were compared with regard to their use of requests. As a result, while some similarities were observed in Turkish and Kazakh students’ strategy preferences, various differences were identified, particularly about the use of imperatives and want statements.

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