in: 1st International Symposium of Teaching Turkish as a Foreign Language, GÜLEÇ İ. ve İNCE B., Editor, Peter Lang Gmbh, Frankfurt Am Maın, pp.23-36, 2016
Vocabulary learning is one of the major challenges for foreign learners of Turkish language. Even though teaching and learning of vocabulary has been researched thoroughly in several European languages, new studies apparently seem necessary for some other agglutinative languages such as Turkish as well. For that reason in this study, what is explored is to find answers of four questions: 1) what sort of lexical problems foreign learners of Turkish language encounter while learning Turkish with an agglutinative system; 2) what kind of strategies learners use to cope with lexicology; 3) what kind of techniques teachers should prefer employing to make vocabulary learning process easier; and 4) what solutions could be found to prevent lexical problems in learning Turkish. The population of the study consists of 42 Incoming Erasmus students coming from different European countries and attending at different faculties at Çukurova University. In order to carry out the study, Strategy Inventory for Language Learning” (SILL) by Oxford (1990) is used since it measures six strategy components: memory strategies, cognitive strategies, compensating strategies, metacognitive strategies, affective strategies, and social strategies. The results indicate “learning words” in a sense that new meanings have to be attached to new forms and learning correct uses of lexical units at the level of grammar, pragmatics, and even discourse are certainly much more issues than expected.