Chinese Acquisition Of Turkish Students In The Bilingual Migration

Before learning Chinese, most Turkish students have learned English as their first foreign language, in other words, their first foreign language is English, and second foreign language Chinese. Therefore, their learning process is influenced by not only Turkish as their native tongue, but also English as an acquired first foreign language. Both influences are distinctly observed in the process of Chinese language acquisition. Thus, how to positively mobilize favorable lingual factors in their mother tongue and English for effectively positive transfer, while examining the difference between Turkish and Chinese languages, while avoiding bilingual interference is addressed in this article. The subjects in this study are Turkish students of Chinese language. Before coming to China, they had already received comprehensive English language education, enabling them to use English for basic communication (Turkish high school students are required to choose majors while those who are interested in learning language in the future receive a four-year-education in English), however they have no background in learning the Chinese language, which means they start off from zero. This article will formulate several issues including the positive and negative transfer phenomena triggered by the Turkish and English languages in the process of learning Chinese. Hopefully it could be of help to Turkish students of Chinese, and teachers of Chinese as well.