Özet:

This study examined the relationship between Mongol students’ Turkish learning achievements and their perceptions of language skills. The research is designed in accordance with the phenomenological model of science. The participants in the study are Bolu Abant Izzet Baysal University Turkish Teaching Application and Research Center (TÖMER) 5 Mongolian students at the B2 level learning Turkish. In order to collect data for the research, students were asked to produce a written metafor for their Turkish, Turkish and language skills and to write the reason for this metafor. For the collection of research data, the scores that students obtain from their language skills were also used at the end of the course. Thus, the perceptions of Mongol students related to Turkish, Turkish, language knowledge and four basic language skills have been determined. The students' perceptions are interpreted along with the success of Turkish learning. According to the study, students have produced positive metaphors about Turkey, such as “tabiat, food and sweets, books and sun, museums and clocks, multiculturality, shelter.” There is no negative metaphor about Turkey. Students have placed positive metaphors about the Turkish learning process with the expressions of "cutting beans and roses, climbing the stairs, gentle speech, art style, water, an important bridge, a rich dictionary, the book I read in advance, the bike". They described the difficulties of learning Turkish with negative metaphors such as "rubic cube, mathematical theory, labyrinth, lego, a mixed novel". Positive metaphors about reading skills such as "playing, walking, source of information, music" have produced the negative "war" metaphors. Positive metaphors about the writing skills, such as "traffic rule, woman and painting", also negatively formed the metaphors of "a great tree and the chess game". Positive metaphors related to listening skills, such as "film, music and key to success", have also produced negative metaphors of "deep and noise". They have not produced any negative metaphors while producing positive metaphors about their speech skills, such as "water, internet, windows, sea lamp and a powerful weapon". In positive terms of language knowledge, they only produce the "flower" metaphor; in negative terms they produce metaphors such as "bus, crowded country, ocean and hair". When compared the metaphors that students produce with the scores they receive at the end of the course, the scores of students, despite the negative metaphors, were high.