Ethiopian students' attitudes towards Turkish lesson

In the globalizing world order, the need to learn a foreign language is increasing due to the development of international relations, the spread of technology and the ease of transportation between countries. The fact that countries interact with each other has given birth to multiculturalism, and multiculturalism has given birth to multilingualism. For this reason, learning a foreign language has become an important need today. Although Turkish has been preferred by foreigners especially recently, students face various difficulties especially in learning. In this study, it was investigated whether there is a significant relationship between the attitudes of Ethiopian students who study Turkish as a foreign language towards Turkish, in terms of variables such as academic achievement score, gender, Turkish learning objectives, grade levels, duration of study in Turkish apart from the time to prepare for the exam. The sample of the study consists of 89 high school students, 43 girls and 46 boys, studying at the Ethiopian Harar Campus of the Turkish Maarif Foundation Schools. A 5-point Likert-type Attitude Scale with 45 items, which was used by Alzwari, Pour-Mohammadi, and Abidin (2012) and translated into Turkish by Muhiburrahman Nekzad, was used to determine the students' attitude scores towards the Turkish lesson. Relational screening model was used in the research. According to the results obtained in the study, no significant relationship was found between academic achievement scores and Turkish lesson attitudes. No significant relationship was found between the gender of the students and their Turkish lesson attitude scores, but the attitude scores of male students were higher than female students in a positive way. No significant correlation was found between the students' learning goals and their Turkish attitudes. It was concluded that the Turkish attitude scores of the students studying in the 12th grade at the grade levels were significantly higher than the students studying in the 10th grade in the cognitive domain. In terms of behavioral and total attitude levels, it was observed that the attitude levels of the 12th grade participants were significantly higher than the 9th grade, 10th grade and 11th grade participants. Apart from the students' preparation for the lesson and the exam, it was observed that there was a significant and positive relationship between the weekly Turkish study hours and their Turkish attitudes. It has been observed that the attitude levels of the participants who study Turkish for 3-4 hours, except for lessons and exams, are significantly higher than the participants who study for 1-2 hours. At the level of affective attitude, it was observed that the attitude levels of the participants who studied Turkish for 3-4 hours and 7-8 hours, except for lessons and exams, were significantly higher than the participants who studied for 1-2 hours (p<0.05). Keywords: Attitudes, Attitude Towards Turkish as a Foreign Language Course, Ethiopian Students' Attitudes Towards Turkey Turkish, Turkish Language Page Number: 90 Supervisor: Assist. Dr. Rıza OĞRAŞ