Collocational perceptions of foreigners in teaching Turkish as a foreign language

The importance of teaching Turkish as a foreign language has recently increased and studies have gained importance. In this sense, an important issue to be considered is polysemous collocations frequently encountered in everyday language. These structures consist of words that come together with other words and have a meaning different than literal ones. In many languages, collocations are stated to be a problematic issue and it is emphasized that they should be considered in the meaning of language teaching. The present qualitative study is aimed to measure the degree of figurative meaning of individuals who learn Turkish as a second language and who have reached a certain competence. The noun + noun and noun + verb combinations of the structures were also examined and their usage in the sentence was pointed out. Apart from this, language learners' level of education, the time they have spent for learning Turkish, certificates and residence time in Turkey was examined descriptively by comparing the impact of these factors on the knowledge of figurative collocations. The study has aimed to contribute to the Turkish as a foreign language field and suggestions have been offered. Keywords: Meaning, literal, figurative, second language acquisition, collocation.