While teaching a foreign language, particular emphasis should be placed on the structural features of the language and the ways of word-formation. The word-formation process in Turkish either uses roots and origins of words, derives a new word from an existing word by adding an affix or compounds multiple semantic components. Learning how these types of structures are created helps students learn more easily and predict their meaning. Against this background, the aim of this study was to examine the vocabulary in the writings of Bosnian and Herzegovinian learners of Turkish as a foreign language, to identify which ways of word formation/marking they use more often, and to find out their level of using word markers formed using multiple semantic components. To this end, 120 A1-, A2-, and B1-level learners of Turkish in Bosnia and Herzegovina were assigned writing tasks relating to different subjects. The elements of vocabulary that they used in their written expression were analysed according to the word-formation/marking methods. Word markers formed using multiple semantic components were listed and their frequency of use was determined.
Teaching Turkish to foreigners, vocabulary, ways of word formation/marking, word markers formed using multiple semantic components.