Pronouncement Problems and Solution Suggestıons in Teaching Turkish To Foreigners

Abstract

This study examines the pronunciation teaching process in teaching Turkish as a foreign language, addressing challenges, solutions, and the roles of teachers. Pronunciation problems stem from learners' native language habits, the phonetic characteristics of Turkish, and inadequacies in teaching materials. The study identifies that existing materials fall short in integrating cultural context, suprasegmental features, and technology. Among teaching techniques, interaction-based methods, technology-supported tools, and cultural content are found to be effective. Teachers' roles, such as providing individualized feedback, enhancing motivation, and modeling accurate pronunciation, are critical for improving learners’ pronunciation skills. These findings highlight the need for enriched teaching materials, increased technology integration, and enhanced teacher training for effective pronunciation education. Additionally, implementing individualized teaching methods can help address learners’ pronunciation challenges. The study underscores the necessity of adopting a holistic approach to pronunciation education to promote the effective teaching of Turkish internationally.