PROBLEMS EXPERIENCED OF MIGRANT CHILDREN IN LEARNING TURKISH

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dc.authorscopusid57965521500
dc.authorscopusid57475788600
dc.contributor.authorTuran, Mehmet
dc.contributor.authorFansa, Mehmet
dc.date.accessioned2024-09-19T15:48:44Z
dc.date.available2024-09-19T15:48:44Z
dc.date.issued2021
dc.departmentHatay Mustafa Kemal Üniversitesien_US
dc.description.abstractThis research aims to describe the problems in the process of learning Turkish experienced by primary school children who fled the war in Syria and sought refuge in Turkey. In the research, the descriptive survey model was preferred. The research group consists of 160 Syrian students at the 4th grade level who were educated at eight primary schools in Reyhanlı district of Hatay province in the 2020-2021 academic year. In the research, a sample data collection form was developed to determine the problems that migrant children experience in Turkish learning. The data were collected by applying the developed survey to the students. Data obtained through the survey; frequency distributions, percentage (%) calculations, arithmetic averages, chi-square and independent samples t test were analyzed in SPSS program. As a result of the analysis of the data; It has been concluded that the words of Arabic origin in Turkish facilitate the Turkish learning process of the students, that the students evaluate the textbooks and their teachers adequately, that they do not have difficulty in speaking Turkish, but that they have difficulties in written expression. In addition, it is understood from their opinions that students can translate Arabic texts to Turkish, express their feelings and thoughts in Turkish sentences but they can’t learn Turkish without taking Turkish lessons. Syrian migrant students have difficulty vocalizing the letters respectively, “ü-ö-u-i” in vowels and “ğ-ş-j-ç” in consonants while they have no problem vocalizing the “d” sound. The research findings describe the problems experienced by Syrian migrant students in the Turkish learning process and offer more comprehensive information on the field by suggesting solutions to these problems. The research suggests that more studies should be conducted on speaking skills from the skill areas of language skills and voice-over studies that will strengthen the teaching of vowels and consonants. © 2021,Milli Egitim.All Rights Reserveden_US
dc.identifier.doi10.37669/MILLIEGITIM.958878
dc.identifier.endpage26en_US
dc.identifier.issn1302-5600
dc.identifier.issue1en_US
dc.identifier.scopus2-s2.0-85125642478en_US
dc.identifier.scopusqualityQ4en_US
dc.identifier.startpage11en_US
dc.identifier.urihttps://doi.org/10.37669/MILLIEGITIM.958878
dc.identifier.urihttps://hdl.handle.net/20.500.12483/15275
dc.identifier.volume50en_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherT.C. Milli Egitim Bakanligien_US
dc.relation.ispartofMilli Egitimen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectSyrian migrant studenten_US
dc.subjectTeaching turkish to foreignersen_US
dc.subjectTemporary protectionen_US
dc.titlePROBLEMS EXPERIENCED OF MIGRANT CHILDREN IN LEARNING TURKISHen_US
dc.title.alternativeGÖÇMEN ÇOCUKLARIN TÜRKÇE ÖĞRENİMİNDE YAŞADIKLARI PROBLEMLERen_US
dc.typeArticleen_US

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