Yabancı Dil Olarak ve İkinci Dil Olarak Türkçe Öğretiminin İhtiyaç Analizi: Hindistan Örneği

Abstract

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.