Yabancı Dil Olarak ve İkinci Dil Olarak Türkçe Öğretiminin İhtiyaç Analizi: Hindistan Örneği
Özet
It is a known fact now that teaching Turkish as a foreign language and as a second
language is gaining importance day by day. For what kind of needs people learn a
foreign language is of more importance than the importance of the foreign language
itself and how it should be taught. No matter how hard one tries to teach the foreign
language with all the methods, techniques, approaches and strategies, one might not
achieve their goal if they do not know the needs of the students. The normal Turkish
language is learnt by individuals on need basis. But the effort exerted by the student and
teacher for academic Turkish might not be rewarded justly. Most importantly, such
situations can lead to a waste of time.
Learning a foreign language enriches people's lives and brings various opportunities to
them. A person can enter a multicultural environment with a foreign language and find
the more opportunities to socialize. This is true for any foriegn language. Learning
Turkish as a foreign language is not limited to Central Asian countries anymore. Now
Turkish language is learnt in many countries of the world. Turkish culture and Turkish
literature is also taught in addition to Turkish language in India. The aspirations of
Indian students to learn Turkish language have been reinforced by the fact that they are
in close contact with Turkish people in their daily lives.
The purpose of this research is to determine whether the Turkish llanguage learning
needs of Indian students learning Turkish language in Turkey and India differ according
to variables such as age, gender and education. For example, institutions such as the
Presidency for Turks Abroad and Related Communities (YTB), Diyanet Foundation and
private universities provide scholarships to some students, and it is known that students
who do not plan to learn Turkish language within the framework of these scholarships
still opt for education with Turkish language as the language of instruction.
The data of the study were collected with the Turkish version of the scale used by Iwai
et al. (1998) in their study named Japanese Language Needs Analysis, which was
validated by Çangal (2013). The study group of the research consists of Indian students
learning Turkish in Turkey. Percentage and arithmetic mean were used in the analysis of
the data. According to the data obtained from the research, the language learning needs
of the students learning Turkish in Turkey and India were examined in four sub dimensions: communicating in the classroom, individual interests and needs, education
and job opportunities, and trading.
