Turkish Language Teaching Research Articles

An examination of relationship between preservice teachers’ reading habits and critical reading skills

This study aims at determining the relationship between preservice teachers’ reading habits and critical reading skills as well as assessing whether preservice teachers’ reading habits and critical reading skills vary with their gender, age, education year in the college, program type, and the number of books read per year. A relational survey model was used according to the objectives of our study. The sample consists of 255 preservice teachers studying at Turkish Language Teacher Education, Primary School Teacher Education, Social Studies Teacher Education, and Psychological Counseling and Guidance programs. “Attitude Scale on Reading Habit” (Gömleksiz (2004) and “Critical Reading Self-Efficacy Perception Scale” Karadeniz (2014) were used as data collection tools. The obtained data analyzed using IBM SPSS software version 22.0. Mann-Whitney U and Kruskal Wallis H-test as, nonparametric tests, and correlation and regression tests were conducted to analyze data. Significant differences were found between variables and scores of reading habits and critical reading skills. Furthermore, a positive correlation was determined between preservice teachers’ reading habits and critical reading skills. The regression analysis revealed that reading habit is a significant predictor of critical reading skills. The authors believe that the findings from the present study make important contributions to the current literature.

Critical Discourse Analysis on the Effects of Covid 19 on the Future of Teaching Turkish as a Foreign Language

The aim of this study is to analyse the discourses of prospective teachers who were taking teaching Turkish to foreigners course about the effects of Covid 19 on the future of teaching Turkish as a foreign language. Analysing the discourses of prospective teachers who will teach in the field about the effects of Covid 19 on the future of teaching Turkish as a foreign language is important in terms of providing a more quality language education during and after Covid 19 process. The presents study is a qualitative study. The study group consists of 59 students studying at Zonguldak Bülent Ecevit University, Ereğli Faculty of Education, department of Turkish language teaching since they were receiving teaching Turkish as a foreign language course and they will graduate from the related department. open – ended questitions are applied to the participants in the study. Critical discourse analysis was carried out to analyse the discourses of the participants. As a result of the study, it was concluded that although Covid 19 had a negative influence on language teaching activities, with positive state policies and with more frequent use of distance education and online education, these problems have been overcome and more people can be interested in Turkish in the future.

Eleştirel dinleme becerisinin kapsamının incelenmesi

Listening skill is a language skill that we use the most often in daily life. In today's society, individuals are exposed to listening elements from more than one source at the same time. For this reason, choosing the required ones among the listened information and being able to make an evaluation have become important skills. Understanding exactly what is listened to and making evaluations are the concepts that emphasize critical listening skill. Although critical listening was a prominent skill initially in the 1940s during World War II, it still remains up to date today. Critical listening skill is known to be included in the programs as a listening/watching method/technique as of the 2006 Turkish Teaching Curriculum. However, in the literature, it is seen that the scope of critical listening is not determined exactly. Therefore, this study aimed to determine the scope of critical listening. For this purpose, the studies conducted on critical listening skill in the literature were examined. In the study, using the descriptive model, fourteen studies, which were conducted in the scope of the critical listening skill between 1946-2018, were examined. Since there isn't any accepted classification in the literature, a new critical listening classification was created based on the information in the literature. While preparing this classification, the classifications in the literature were examined and the common ones were combined under one dimension. In the study, the classification related to critical listening was first prepared by the researcher, and the classification was rearranged by taking the opinions of three Turkish language education experts. As a result of the evaluations made, it was determined that critical listening included the skills of determining the subjective/objective expressions in the text, determining whether the narration of the text is biased, determining the subject of the text, determining the main idea of the text, determining the propaganda elements in the text, evaluating the subject of the text, making inferences from the text, evaluating the evidences and the narrator in the text, and evaluating the consistency in the text. Thus, when the classifications related to critical listening skill were examined, critical listening was concluded to be a whole consisting of different components.

Autonomus Teacher Training Eligibility of the Council of Higher Education s 2018 Turkish Language Teaching Undergraduate Program: A Mixed Method Research

Autonomus Teacher Training Eligibility of the Council of Higher Education s 2018 Turkish Language Teaching Undergraduate Program: A Mixed Method Research

Opinions of Graduate Students of Social Studies Education About Qualitative Research Method

The purpose of the study is to determine the opinions of graduate students from social studies education regarding the qualitative research method. The study was conducted in accordance with the phenomenological design, one of the qualitative research designs. The sample group of the study was composed of 25 postgraduate students including 11 females and 14 males studying in the Department of Social Studies Education in Division of Turkish Language and Social Sciences Education of Educational Sciences Institute, in Firat University in the spring semester of the 2019-2020 academic year. The sample group was determined with criterion sampling, one of the purposeful sampling methods. The data of the study were obtained through interview method by using semi-structured interview form. Content analysis method was used in the analysis of the data obtained in the study and the qualitative data analysis program was employed to assess the data. It was determined as a result of the study that the graduate students expressed the qualitative research method as sensitivity to the natural environment, in-depth examination of a social phenomenon, and revealing perception and experiences. Since the qualitative research experience positively affect the knowledge and skills of the graduate students towards the study, they should be included more in the research environment and process. In addition, during the qualitative research process, graduate students should be encouraged and directed to academic activities.

A professional development analysis for Turkish language teachers: What did they expect What have they found

Professional development studies have contributed to teachers’ professional motivation and student success. Therefore, professional development activities must take into account the needs and interests of the stakeholders involved in education circles. The current study aims to examine Turkish language teachers’ past experiences with professional development and determine their perceptions of and expectations from professional development. The study adopted a phenomenological approach. The data were collected from interviews conducted with 38 Turkish language teachers working in Bursa. The data were analyzed qualitatively using content analysis. Findings showed that the Turkish language teachers were keen to participate in the professional development activities held by the Ministry of National Education (MONE) in Turkey, but that their past experiences were not satisfactory. The study investigates professional development considering many aspects and proposes suggestions based on the findings.

The Views of Turkish Language Teachers on Distance Education and Digital Literacy during Covid-19 Pandemic

Distance education, which provides flexibility in the learning environment, is an important learning model that complements face-to-face education. However, during the unanticipated Covid-19 pandemic, the distance education model was employed as an alternative instruction model, albeit temporarily, and certain problems were experienced in this process. In this context, the views of the Turkish language teachers on distance education and digital literacy in Turkey, where average population is quite young and the impact of the pandemic was substantial, was investigated in the present study. The study was conducted with the phenomenological design, a qualitative research method, and the study group included middle school Turkish language teachers who conducted distance education during the four months of the pandemic process. In the study, a semi-structured interview form, developed by the authors, was employed as the data collection instrument, and the collected data were analyzed with content analysis. The study findings revealed problems such as student attendance; digital problems such as Internet connectivity, infrastructure, and system; interaction, interest and commitment; literacy problems such as inability of distance education to improve written expression skills of the students; inadequate synchronous/online class count and duration, and poor parent-student-teacher cooperation. Based on these findings, it was recommended to design multimedia material that allow bidirectional interaction and improve inter-institutional cooperation to solve digital problems.

Examining the Creative Drama-Based Lesson Plans of the Prospective Turkish Language and Literature Teachers

Examining the Creative Drama-Based Lesson Plans of the Prospective Turkish Language and Literature Teachers

Türkçe Öğretmenlerinin Ders Kitaplarına Bağlılıklarına Yönelik Öğretmen Görüşleri

Bu çalışmada Türkçe öğretmenlerinin Türkçe ders kitaplarına bağlılıklarına yönelik görüşleri ele alınmıştır. Bunun için yarı yapılandırılmış görüşme formu hazırlanmıştır. Aksaray ilinde 6 farklı ortaokulda görev yapan 20 Türkçe öğretmeni ile görüşülmüştür Görüşme kayıtları araştırmacı tarafından dinlenerek bilgisayarda yazılmış ve bu dokümanlar üzerinde içerik analizi yapılmıştır. Analiz sonunda kodlar ve frekans dağılımları belirlenmiştir. Kodlar üzerinden tespit edilen temalar şunlardır: Metin kullanımı, etkinlikler, alan bilgisi, öğrenci seviyesi ve yaratıcılıktır. Metin kullanımı temasında öğretmenlerin hepsi ders kitaplarına bağlı kalmaktadır. Etkinler temasında da öğretmenlerin her zaman önceliği ders kitabıdır, gerekli gördükleri durumlarda ders kitabı dışında farklı kaynaklardan yararlanmaktadırlar. Türkçe öğretmenlerinin çoğu alan bilgisi konusunda ders kitaplarını yetersiz görmekte ve bazıları da bu nedenle farklı kaynaklar kullanmaktadırlar. Öğrenci seviyesi ne olursa olsun ders kitaplarına bağlı kalmaktadırlar ancak akademik başarı düzeyi yüksek öğrenciler için farklı kaynaklar kullanmaktadırlar. Öğretmenin yaratıcılığında da katılımcıların %55’i Türkçe ders kitabına koşulsuz bağlılığın öğretmenin yaratıcılığını olumsuz yönde etkilediğini ifade etmişlerdir.

The Metaphoric Perceptions of the Prospective Turkish Language and Literature Teachers, Taking Pedagogical Formation Education about “Bilingualism”

The concept of bilingualism is gaining prominence in our daily lives due to political and social reasons. The fact that bilingualism has become an undeniable fact requires investigation of it in educational sciences. How prospective teachers perceive the concept of bilingualism will fill a gap in the literature in terms of understanding educational practices. In this context, the purpose of this study is to determine the perceptions of the Turkish language and literature teacher candidates who have received formation education about the concept of "bilingualism" through metaphors. About 92 Turkish language and literature teacher candidates, studying at Çukurova University, form the research group of the study, for which qualitative research design is adopted. As a data collection tool, each student was given a guidance note with the expression of “bilingualism is like… because…” and the blanks in this guidance note were asked to be filled in. The metaphors obtained in the study were collected in different categories. Content analysis technique was used to analyze the data. According to the results of the research, it was determined that Turkish language and literature teacher candidates who received formation education had positive perceptions about the concept of bilingualism in a total of 12 concept categories.

CINGOZ RECAI AND THE USE OF HYPOTHETICAL THOUGHT IN EDUCATION

In this study, the effect of the Cingoz Recai series on the development of abstract skills, which manifest itself in children from the age of 12, is discussed. Abstract constitutes an important part of styles. While studies are being done on abstract in the fields such as science, mathematics and social sciences, this issue has been neglected in the field of Turkish language education. Literary texts are the most basic material in Turkish teaching. Students are not only provided with knowledge through literary texts; they are also provided with the ability to analyze, synthesize, understand and reach new ideas along with the cognitive and affective development of the individual. The ability to think hypothetically is one of the most effective factors in the development of the ability to think abstractly. That is why, in this study, the hypothetical way of thinking of the abstract operations period was dealt with alone, and 7 stories from Peyami Safa's 12 books collected under the name of “Cingoz Recai” in “Mison’in Definesi” “Mishon’s Treasure” were examined. The narrative analysis method was used in this qualitative study.

‘Tele-education’ in the COVID-19 pandemic process in Turkey: A mental diaspora research specific to Turkish Language Teaching students

This study tries to map educational processes that have to transform into the extraordinary history of the COVID-19 pandemic and adapt to the ‘new normal’, with a relational and metaphoric approach. In the study, the existing physical and mental conditions of the students who are "scattered / dispersed" geographically due to the mandatory "return home" in the pandemic process are conceptualized with the metaphor of the "diaspora". The study aims to draw attention to student-centered social problems by questioning the functionality of tele-education processes which are designed to compensate for interrupted educational relationships and make them sustainable again. It is aimed to measure the effects of online consciousness that was deterritorialized by human-computer interaction and computer-mediated communication, on student performances and to understand student motivations during the tele-education process. For this aim, it is conducted a survey in which 10 universities in Turkey and is reached to 150 student through snowball sampling technique. The results of the study show that the student self-perception of the tele-education process coincides with the diasporic identity and this unusual technology integration that cannot fully compensate, triggers mental diaspora feelings.

Technology in foreign language teaching: A needs analysis

Abstract: The main aim of this study was to explore the technology-based language-learning needs of individuals learning Turkish as a foreign language. In this scope, the study sought to identify the reasons the participants chose to learn Turkish, the language-learning areas that they found the most difficult, the language-learning areas that required most support, their reasons for needing technology, their competencies in using technology, the pathways followed, the technological materials/tools required, and whether there was a need for a specific curriculum of study. The study included 312 students registered in Turkish language teaching centres at five different universities, as well as eight instructors in these language centres. The results revealed that the participants chose to study in Turkey due to the high-quality educational opportunities, their appreciation for the country, and the scholarship opportunities available. The participants indicated that writing was the most difficult skill in learning Turkish. On the other hand, reading was the less difficult skill. The findings revealed that technology was much-needed by both the students and instructors. In particular, technological support was required for listening and speaking skills. The study also showed that the instructors needed a curriculum of study in order to teach Turkish as a foreign language.

Trends of postgraduate theses about Turkish language teachers: a content analysis (2000-2019)

Bu çalışmanın amacı, 2000-2019 yılları arasında Türkçe öğretmenleri ile ilgili hazırlanan lisansüstü tezlerin içerik analizini yaparak çalışmaların eğilimlerini belirlemektir. Çalışma nitel araştırma modeline göre tasarlanmıştır. Doküman incelemesi tekniği ile Türkçe öğretmenlerine yönelik hazırlanan lisansüstü tezler incelenmiştir. Çalışmada incelenen tezler Ulusal Tez Merkezinin veri tabanında yapılan taramalar sonucu elde edilmiştir. Bu doğrultuda tespit edilen lisansüstü tezlerin analizi için ‘Yayın Sınıflama Formu’ kullanılmıştır. Tezlerin içerik analizi yapılmıştır. Tezler yayım yılı, yapıldığı üniversite, yapıldığı program derecesi, anahtar kelime, konu, yöntem, örneklem yöntemi, örneklem sayısı, örneklemin seçildiği şehir, veri toplama araçları ve veri analiz teknikleri açısından incelenmiştir. Çalışmanın sonucunda 2010’dan sonra Türkçe öğretmenleri ile ilgili daha çok lisansüstü tez hazırlandığı ve bu tezlerin çoğunlukla yüksek lisans programlarında yapıldığını tespit edilmiştir. Türkçe öğretmenleri ile ilgili lisansüstü tezlerin en çok Kırşehir Ahi Evran Üniversitesi, Çanakkale Onsekiz Mart Üniversitesi ve Dokuz Eylül Üniversitesinde hazırlandığı belirlenmiştir. Araştırmacıların en çok tercih ettiği anahtar kelimelerin Türkçe öğretmeni/öğretmenleri ve Türkçe eğitimi olduğu belirlenmiştir. En fazla çalışılan konuların ölçme ve değerlendirme ile okuma kültürü/alışkanlığı üzerine olduğu tespit edilmiştir. Nicel çalışmaların ağırlıkta olduğu, ölçeğin en çok kullanılan veri toplama aracı olduğu ve en fazla kullanılan veri analiz tekniğinin nicel analiz tekniklerinden kestirimsel analiz teknikleri olduğu belirlenmiştir. Çalışmaların önemli bir kısmında örneklem yöntemi belirtilmezken örneklem sayısının ağırlıklı olarak 101-200 arasında olduğu belirlenmiştir. Tezlerin örneklem seçiminde İstanbul ve Kırşehir şehirlerinde görev yapan Türkçe öğretmenlerinin ön planda olduğu tespit edilmiştir. Çalışmanın sonunda, elde edilen sonuçlar doğrultusunda önerilerde bulunulmuştur.

Analysis of Aytül Akal’s Tales within the Framework of the Core Values in the National Turkish Language Curriculum

Bilişsel, duyuşsal, dilsel, toplumsal gelişim ve kişilik gelişiminin sağlıklı bir biçimde ilerleyebilmesi ve insanın “birey” olarak kendini ifade edebilmesi için çocukluk döneminde gereksinimlerine uygun nitelikte uyaranlarla etkileşimde bulunması gerekir. Çocuğun toplumsallaşma sürecinde farklı yaşam deneyimlerine tanıklık etmesi onun dilsel, bilişsel sosyal becerilerinin gelişmesinde yardımcıdır. Bu süreç çocuğun, evrensel ve ulusal değerleri özümseyip duyarlık ve değerler eğitimi kazanması açısından önemlidir. Bu noktada, çocuğa yardımcı olabilecek en temel ve en etkili araçlar çocuk edebiyatı ürünleridir. Benlik gelişimi, duyarlık ve değerler eğitiminin temellerinin atıldığı okulöncesi dönemlerde, çocuklar için hazırlanan yapıtların niteliği daha da önem taşımaktadır. Bu dönemde çocukların daha çok ilgi gösterdiği kitapların masal kitapları olmasından dolayı bu çalışmada Aytül Akal tarafından yazılan çağdaş masallar, Türkçe Dersi Öğretim Programında belirtilen “kök değerler” çerçevesinde irdelenmiştir. Betimsel nitelik taşıyan bu çalışmada veriler doküman incelemesi yoluyla toplanmıştır. İnceleme sonucunda masalların “adalet, dostluk, dürüstlük, özdenetim, sabır, saygı, sevgi, sorumluluk, vatanseverlik, yardımseverlik” kök değerlerinin tamamını içerdiği belirlenmiştir. Bu bağlamda yazarın masallarına yönelik Türkçe Dersi Öğretim Programında yer alan kök değerleri aktaran ileti ve örnekler içerdiği; bu değerler aracılığıyla çocukların değerler eğitimi sürecine katkı sağlayabileceği söylenebilir.

Pre-Service Turkish Language Teachers' Metaphorical Perceptions of Social Media Platforms

The aim of this study was to determine pre-service Turkish Language teachers’ metaphorical perceptions of social media platforms. Phenomenology, which is a qualitative research design, was used in the study. The sample consisted of 70 first-, second-, third- and fourth- grade students of the Department of Turkish Language Education of the Faculty of Education of Van Yuzuncu Yil University. Data were collected using a form developed to help participants write metaphors on their minds and to express themselves clearly. The form consisted of a statement in the form of “Social media platforms (Twitter, Facebook, WhatsApp, Instagram, etc.) are like… because…,” of which participants were asked to fill in the blanks to find out exactly to what they compared social media platforms and why. Data were analyzed using content analysis, which is a qualitative analysis method. Participants generated 73 metaphors, 67 of which were accepted as valid. The most frequently used metaphors were drugs, cigarettes, alcohol, and sources of information. The metaphors were grouped under ten conceptual categories; addictive, harmful, pros and cons, communication, unnecessary and useless, useful, necessity, vastness, trap, and other. The categories of addictive (22.38%) and harmful (22.38%) had the largest percentages. Of all metaphors, 37 (55.2%) were negative while 16 (23.88%) positive. Suggestions were made at the end of the study.

YEDİ İKLİM TÜRKÇE A1 KİTABI İLE SEJONG HANGUGO KORECE 1A-1B KİTAPLARININ TEMA VE KELİMELER AÇISINDAN KARŞILAŞTIRILMASI

İnsanlar, geçmişten günümüze kadar çeşitli sebeplerle kendi dillerinin dışında farklı diller öğrenme ihtiyacı duymuşlar ve yeni bir dil öğrenmek-öğretmek için de ders kitaplarından yararlanmışlardır. Bu nedenle de çeşitli kurum ve kuruluşlar da dil öğretimiyle ilgili olarak seviyelere göre ders kitapları hazırlamaktadır. Ancak bu kitaplar hazırlanırken dikkat edilmesi gereken en önemli hususların başında temaların ve bu temalara uygun kelimelerin tespit edilmesi gelmektedir.
 Son yıllarda Türkiye ve Güney Kore hem siyasi hem de ticari alanda büyük gelişme kaydeden iki devlettir. Buna bağlı olarak dünyada hem Türk kültürü hem de Kore kültürü merak edilmektedir. Bu nedenle iki kültürü yakından tanıyabilmek ve öğrenebilmek için insanlar; Kore ve Türk dizilerini izlenmekte, şarkılarını dinlemektedirler. Ayrıca Türk ve Kore kültürüne ilgi duyan insanlar Türkçe ve Korece öğrenmek için dil öğreten kurum ve kuruluşlara başvurmaktadırlar. 
 Yunus Emre Enstitüsü; Türk tarihini, kültürünü, sanatını yurt dışında 58 kültür merkezi aracılığıyla tanıtmakta ve bu merkezlerde Türkçe öğretmektedir. Kore Hükümeti Kültür, Spor ve Turizm Bakanlığı tarafından desteklenen Kral Sejong Enstitüsü de 60 ülkedeki 180 enstitüsünde Yunus Emre Enstitüsü gibi Kore kültürünü tanıtmanın yanı sıra Korece öğretmektedir. Bu çalışmada her iki ülke enstitüsünün dil öğretimi için A1 seviyesinde hazırladıkları ders kitaplarındaki temalar ve kelimeler incelenip karşılaştırılacaktır. Yedi İklim Türkçe Öğretimi A1 kitabı ile Sejong Hangugo Korece Öğretimi 1A-1B kitapları karşılaştırılarak bundan sonra kitap hazırlayacaklara yardımcı olmak amaçlanmaktadır.

Evaluation of the teaching practice course carried out with the Lesson Study Model

The purpose of this research was to evaluate the teaching practice process carried out with the lesson study model. In this research “action research” approach was adopted. The study group of the research consisted of four Turkish Language and Literature pre-service teachers. Lesson study was carried out in nine weeks of the teaching practice course. Qualitative data collection techniques such as observation, unstructured focus group interview, and document review were used as data collection techniques. Pre-service teacher course observation forms obtained before the lesson study process, course plans, reflective diary forms, peer observation forms and student opinion forms obtained during the lesson study application process were analyzed with descriptive analysis method. At the end of the lesson study process, focus group interview data and letters written by pre-service teachers were analyzed by content analysis method. At the end of the research, it was seen that pre-service teachers’ perception of teaching profession changed in line with student-centered understanding. It has been determined that pre-service teachers personally develop in terms of multi-faceted thinking, problem solving, self-confidence and patience and also improve professionally on issues such as coping with students, preparing plans, and producing activities.
 Received: 14 April 2020Accepted: 22 October 2020

Examination of self-efficacy beliefs of preservice Turkish language education teachers on educational internet use

This study was conducted to examine the self-efficacy belief levels of preservice Turkish language education teachers on educational internet use in terms of various variables. The sample of the study was selected based on the non-random purposive sampling method and 197 preservice Turkish language education teachers who agreed to participate in and answer the questions in the scale generated the sample of the study. The study was conducted as a survey research and the data was collected via “Educational Internet Usage Self-Efficacy Beliefs Scale” which was developed by Akgün et al. (2017) and which consists of 26 items in 5-point-likert scale. The findings of the study present that the self-efficacy belief levels of preservice Turkish language education teachers on educational internet usage do not differ significantly according to the gender, class level and age variables. On the other hand, the self-efficacy belief levels of the preservice Turkish language education teachers on educational internet usage differ significantly according to computer using experience, weekly internet using time period, having an education on educational internet use and perceptions on the level of competence in using FATİH Project technologies within the education. It is highly recommended that similar studies with different and wider samples should be conducted in the future.

Araplara Türkçe Öğretiminde Karşılaşılan Problemler:Bağdat Örneğ

Many nationsfused withone anotherin history and felt the need to learn each other’s languages due tothis fusion. Turks and Arabs have lived together for centuries and united under the roofs of the same states due to their intersection in many common aspects. Their mutual efforts to learn each other’s languages as a result of developing relations and common grounds havepersevered till the present. In addition to Turks’ efforts to learn Arabic, there have been intense efforts of Arabas to learn Turkish. The endeavors to learn and teach Turkish, which rose with Divan-u Lugati’t-Turk in the past, are now carried out in an abundance of resources in modern areas through technological tools.Although Arabs and Turks lived together for many years, they have had difficulties and problems in learning each other’s languages as their language come from different language families. This study focused on problems encountered in teaching Turkish to Arab students. Data on the problemsexperienced by Turkishlanguage teachers who teach in schools and training centers in Baghdad were collected through interviews. Exam papers, homework, and other works of the students were examined. A survey for teachers was conducted in this regard. The study focused on the problems identified as 14 items in line with the examinations.Keywords: Foreign language, Teaching Turkish, Teaching Turkish in Baghdad.IntroductionOur world is developing rapidly in every aspect. Interactions on matters such as social, economic, education, etc., among nations are at a high level. These interactions have created the need to learn foreign languages. The need for foreign language increased the importance of foreign language education. There have always been problems in teaching language to foreigners. In general, students experience difficulties in differences between their language and the foreign language they try to learn. The problems in this study usually consisted of such problems. Comparison between the foreign language to be learned,and the native language will make it easier to determine the will arise later. Comparisons allow the teacherand the learner to anticipate the difficulty,make preparations,and carry out studies accordingly(Bölükbaş, 2001).Teaching Turkish to the Arabs beganwith the Divan-ü Lügati't-Türk,written by Kasgarli Mahmut. Turks and Arabs felt the need to learn each other's languages because they have lived together for many years.Among the reasons for long life and fusion, there were reasons such as common religion, common land, trade, common goals, cultural affinity, and social life similarity. Both languages have affected each other with the impact of living together. The influence of Turkish on Arabic is seen in the dialects of Arabic rather than the academic Arabic called “Fusha.”The abundance and still intense use of Turkish words in Iraqi dialect among the public revealed the influence of Turkish. As it is known, there were more expeditions to the eastern countries during the reign of Yavuz Sultan Selim,and the Arab population in the Ottoman State increased as a result of these campaigns. However, the most important event of this period was thatthe