Abstract
Due to historical reasons, Turkish and Arabic have interacted in terms of borrowed words and grammatical definitions. This study aims to provide solutions to the difficulties that refugee students whose native language is Arabic may encounter in Turkish lessons, based on many familiar words with the same pronunciation in two languages. Both languages use these words in the same sense , such as "family, street, letter, thing, vice versa." Some of them differ in terms of meaning and use, such as "art, science, body, price, vice versa." The textbook, "Turkish for Foreign Students", published in 2019 in cooperation with the Project on Supporting the Integration of Syrian Children into the Turkish Education System (PIKTES) and the General Directorate of Lifelong Learning, is the starting point of this study. We examined the Arabic borrowed words in this book regarding false friends that constitute the study's theoretical framework. The study, which was carried out with the qualitative research method, was patterned according to the document analysis, and phenomenology was applied for the originality of the document, and the experiences of students were taken into account. The total numbers and repetition frequencies of the words of Arabic origin were determined. The misleading equivalence of these words was classified and interpreted through descriptive analysis by taking the opinions of an Arabic expert. In the determination of false friends in the textbook "Turkish for Foreign Students" (2019), explanations and activity suggestions were presented to teachers as supplementary material in vocabulary teaching to Arab refugee students.