Ukrainians' problems, arising from Ukrainian-Turkish language differences in the process of learning Turkish

In order to keep up with the rapidly developing sciences and technologies of the age we live in, to comply with the characteristics that today's world demands from modern individuals, and to have better opportunities both in business and education, it has become almost obligatory to master a second and even a third language other than one's mother tongue. Turkish has also become a language that is highly preferred by foreigners thanks to the steady development of the country where it is spoken, its' achievements in many fields, and its' central position in the international arena for many years. The teaching of Turkish as a foreign language, which has been continuing for centuries, has gained more importance, especially in recent decades. It is a fact that Ukraine is one of the countries where Turkish is in high demand and the number of Ukrainians who want to learn Turkish for different reasons is rapidly increasing. However, Ukrainian and Turkish languages have many differences in their origins and structures at different levels, which can greatly complicate language learning and cause many mistakes. It is believed that it is very important for native speakers of Ukrainian who are going to learn or are learning Turkish to know these language differences in order to ensure efficient language learning. In this study, it is aimed to compile the opinions of instructors who have taught or are currently teaching Turkish at various universities in Ukraine on the problems of Ukrainians arising from Ukrainian-Turkish language differences in the process of learning Turkish, to examine the data obtained by descriptive analysis method and to formulate suggestions that can help Ukrainians in learning Turkish. It is thought that the findings and suggestions obtained will be useful for Ukrainians who are starting or continuing to learn Turkish and also for those whose mother tongue is Turkish and who want to learn Ukrainian. In the second part of the study, some theoretical information on the subject, which is thought to be useful for those who learn Turkish or Ukrainian or who are interested in the field, is given. Among these are subjects such as the history of Ukrainian and Turkish, teaching Turkish as a foreign language and its history, and analyzing Ukrainian and Turkish grammar. In the last two chapters of the study, the findings obtained as a result of interviews with teachers teaching Turkish at Ukrainian universities, their opinions on the difficulties that Ukrainians often experience in the process of learning Turkish, and suggestions for their solutions, topics that have serious differences between Ukrainian and Turkish and therefore have a lot of difficulties, along with their short explanations were given place.