The language characteristics and structure of the target language should be emphasized in foreign language teaching. The teaching of Turkish as a foreign language to Turkish compatriots and the teaching of the speakers of different origins and structures with different methods are manifested more clearly as a result of the accumulation. In this research, it was tried to find out a situation on the problems encountered in teaching Turkish as a foreign language to the Turkish compatriots by taking Kazakhstan as an example and to present solution proposals. In order to reach the correct data in the research using qualitative and quantitative (semi-structural method) methods, relevant sources were examined and a questionnaire consisting of Likert type questions was developed by referring to expert opinions. The obtained data is analyzed in Excel and RStudio programs and interpreted with tables. It has been determined that the Kazakh students learning Turkish with Turkey’s Turkish have made mistakes in reading and writing in a variety of forms from Turkish language skills. According to the findings obtained, it was found that the Kazakh students made more mistakes in the writing skill than the reading skill in learning Turkey’s Turkish, that the mistakes they made in terms of phonetics were more than in morphology, that the female students were more successful than the male students, that the students had difficulty with reading and writing the numerical expressions and long words, that the students who know Kazakh very well make fewer mistakes. It has been considered that the occurrence of these errors is influenced by negative transfers from Russian and the mother tongue.
Keywords: Turkish as a foreign language, teaching, Compatriot nations, Kazakhstani Turkish, teacher's opinion