Research Article / Araştırma Makalesi Cite as/ Atıf: Yeşilyurt, Ş. (2020). Türkçenin yabancı dil olarak öğretiminde çokluk eki. Turkish Studies - Education, 15(3), 2211-2224. https://dx.doi.org/10.29228/TurkishStudies.40120 Received/Geliş: 11 December/Aralık 2019 Checked by plagiarism software Accepted/Kabul: 21 June/Haziran 2020 Published/Yayın: 25 June/Haziran 2020 Copyright © INTAC LTD, Turkey CC BY-NC 4.0 Türkçenin Yabancı Dil Olarak Öğretiminde Çokluk Eki Plural Suffix In Teaching Turkish As A Foreign Language Şeyda Yeşilyurt * Abstract: Teaching Turkish as a foreign language differs from teaching Turkish as a mother tongue. While the students who learn the rules of Turkish as their mother tongue do not question the attachments, the students who learn a new language question all the attachments and try to realize the meaning that the word adds to the sentence. The plural suffix is one of the appendices questioned by students who learn Turkish as a foreign language. Students find it difficult to understand some grammatical structures for example “abimler/ abilerim”, “arkadaşımlar( it is false)/ arkadaşlarım” and ask why. In this study, two textbooks prepared to teach Turkish to foreign students to find solutions to these questions and previous studies on the teaching of plural suffixes to foreign students are examined. While the previous study on the multiplicity attachment focuses on the language level of the supplement, the point that is particularly noteworthy in this study is not the order of the plural suffix in the grammar order in the textbooks; the different meaning features that the annex adds to the word should be included in language teaching. In the study, it is emphasized in the textbooks how to teach the plural suffix, in which language level, in which subject and how to do it, especially in the teaching of suffixes, a grammar classification based on comprehension and multidimensionality (forgiveness) of the suffixes is required. . Some of the topics covered in grammar books should be given at a basic level, and should be elaborated at other levels as the language level of the student develops. It can be difficult and unnecessary to explain and teach the basic level of the exaggeration of the - lAr suffix to the student, but it is imperative to teach that the- lAr suffix adds different meanings to the word to which the student is added. In addition, although grammar is not a skill, it is a support that makes it easier to learn and teach a foreign language. Since the structure and grammatical priority of each language are different from each other, a standard ranking should be made by considering the structure of the Turkish language in grammar teaching. Structured Abstract: Introduction: Each language family has its own grammatical structure. Turkish, like other languages in the Ural-Altaic language family, has an additive structure. Thanks to this structure, new words are derived by bringing different additions to the fixed word roots and the feature of being a living being of the language can be observed. The suffixes brought to the words are classified as inflexional and constructional suffixes, the formal functions of the suffixes are emphasized and semantic functions are pushed to the secondary plan in the teaching stage. Although some inflexional suffixes act as constructional suffixes depending on their meaning in the sentence and the word they are added to, but these tasks are generally ignored during the teaching of these suffixes. One of these suffixes is "-lar" plural. In this study, * Dr., Gazi Üniversitesi TÖMER Dr., Gazi University, Turkish Teaching Center for Foreigner (TÖMER) 0000-0001-7721-5323 seydayesilyurt82@gmail.com