The contribution of false equivalents in Arabic and Turkish to learning vocabulary with reference to the semantics and hermeneutics theories

The aim of this study is to determine how the exercises focused on Arabic-Turkish false equivalents affect the teaching of Turkish as a foreign language, especially when teaching vocabulary to Arabic speaking learners. The chosen population is native Arabic speakers, primarily Egyptian students, and the paradigm was selected from the Turkish Cultural Center in Egypt; Turkish learners of B1 level at Yunus Emre Institute in Cairo. In this study, it is referred to old and current works written in order to teach Turkish as a foreign language, vocabulary learning, the dominant skills in vocabulary teaching and learning in terms of semantics and interpreting, methods and approaches used in vocabulary teaching, vocabulary teaching and teaching strategies, techniques and tools that can be utilized, false equivalence and its contribution to vocabulary teaching. Moreover, false friends compiled for the study was gathered from the books of A1-A2B1 levels on the level of vocabulary. The false friends were made into a glossary and interpretations were given along. To determine how the applications affected the test group, tests were applied on both the test and the control group. Also by using SPSS statistical analysis program differences between them were determined. Based on data collected from tests and observations, giving proper importance to the words and teaching them correctly has a positive effect on teaching Turkish as a foreign language. Also based on the results obtained, recommendations were presented.