Yabanci Di̇l Olarak Türkçe Öğrenen Belaruslu Üni̇versi̇te Öğrenci̇leri̇ni̇n Türkçe Öğrenmeye İli̇şki̇n Görüşleri̇ni̇n Değerlendi̇ri̇lmesi̇

Evaluating the opinions of students learning Turkish as a foreign language outside of Turkey about their learning of Turkish can be a guiding resource for teaching Turkish more effectively. As a matter of fact, foreign students' perspectives on the Turkish language are very important in order to increase the value of Turkish among the world languages. In this context, this research has been conducted with the purpose of getting to know what the students, studying Translation and Interpretation at the Minsk State Linguistic University, think of learning Turkish language as a second language. By the use of qualitative research, more specifically situation analysis, it was determined that the experimental group included 18 girls and 4 boys with level B1 in Turkish. In the study, data were collected through a semi-structured interview prepared by the researcher. Content analysis, one of the qualitative analysis methods, was used in the analysis of the obtained data. According to the results of the research, it is seen that the Belarusian is generally positive about the information that learns English as a language. In this context, the main reasons for the desire to learn Turkish were things such as: enjoying the language, loving the country, the desire to get to know the culture of the country, the desire to work as a translator in Turkey in the future, and so on. The students stated that the Turkish lesson was productive and fun; they had difficulties in speaking and writing skills, but not in listening and reading skills; Apart from Turkish lessons, they stated that they learned Turkish by watching movies, singing and doing activities specific to Turkish culture. In addition, students stated that learning Turkish language helps them to understand Turkish culture and their aspirations to pursue a career in this field increase

Combinatorics · Educational Assessment and Pedagogy · Educational Methods and Analysis · Linguistics and Cultural Studies · Mathematics