The purpose of this study was to identify the phonetic interference errors freshman students studying at German Language Teaching Department at Anadolu University Faculty of Education during 2016-2017 academic years make. The method of this study is empirically qualitative work method and work design is case study. To identify the errors made in phonetics, students loudly read two different texts and they were recorded. The collected data were analysed using error analysis. Thus, the structures of the mother tongue, first and second foreign language were compared and phonetic interference errors classified. According to the data from the analysis, it was found that the phonetic errors were mostly from Turkish, but they were also made from English. The most common error was found at 39.7% in the overall quota for the marble noise [ə]. 25.9% of the errors were made in the vowel length range. At 20.7%, the mistake was in the wrong accentuation. With the [ɛ] sound, the errors were found to be 6%. The percentage of errors that were produced in the diphthongs is 4.3%. The most common errors encountered were produced at 23.9% in total quota when pronouncing the vowel -R [ɐ]. The second most common error was found with 21.7% in the Affricate [ts]. At 17.4%, the third most common error was the articulation of unvoiced dorsal palatal non sibilant fricative- [ç]. The errors with 15.2% were determined in the voiced alveolar-fricative - [z]. 10.9% of the errors were made with the Ach sound [x]. The 6.5% errors were made in the silent- [h]. The least mistake was made with 4.4% for the sound [j]. Finally suggestions were made towards eliminating the errors.
First Foreign Language, Second Foreign Language, Error Analysis, Phonetic Interference