The assessment of the attiude toward the target language of Afghan studens learning Turrkish as a foreign language

The aim of this research is to 'identify the relationship between the attitudes of Afghanistan students towards Turkish lesson They are learning Turkish as a foreign language academic achievement, grade level, gender, weekly Turkish studying hours except doing assignments and studying for exam and Turkish purpose of learning significantly in terms of their attitude towards Turkish lesson. The research sample conducted 132 students that are learning Turkish as a foreign language in first, second, third and fourth class of Turkısh Department of literature Faculty in Afghanistan Kabul govermment University in 2014- 2015 Academic year. The students who participated the survey 62 women and 70 man total of them are 132 students. To determine attitudes of students towards Turkish lesson the data were collected by the attitude scale towards English consisting of 45 items 5 point Likert- type (Cronbach Alpha= 0.878) developed by M., J., Z., Pour-Mohammadi, M. & Alzwari, H. (2012) and personal information state form prepared by the researcher. For the analysis of data Independent Samples t- test, one way variance analysis, ANOVA techniques were used. The findings of the research lead to the following conclusions; there is not a significant relationship between the attitudes of students and of their academic achievement. There is significant relationship between the attitudes of students and their of grade level, first classe studens have more positive attitudes in cognitive, affective and behavioral dimensions for Turkish lesson than other studens. There is not a significant relationship between the attitudes of students and of their gender. However female students have more positive attitudes in affective and behavioral dimensions than male studens. Othere findings of research is asignificant relationship between the attitudes of studens and their of Turkish studing hours except doing assignments and studing for exam. Studems owner more than 6-7 of Turkish studing hours except doing assignment and studing for exam have more positive attitudes in cognitive, affective and behavioral dimensions for Turkish lesson than other studens. Finally there is not a significant relationship between the attitudes of studens and their Turkish purpose of learning. KeyWords: Attitudes towards Turkish as a Foregn Language, Akademic Achievement.