• Hızlı Erişim

Abstract


IDENTIFICATION OF LEARNING NEEDS IN TEACHING TURKISH TO FOREIGNERS: YUNUS EMRE INSTITUTE TBILISI TURKISH CULTURAL CENTER EXAMPLE
Turkish language, both domestically and abroad, is taught as a foreign language. Georgia is also of Turkish as a foreign language is one of the countries that it considers of interest. The aim of this Research Institute of Tbilisi Yunus Emre, Turkish as a foreign language learners of Turkish Cultural Center language learning needs and the seneeds variables, such as age, gender, educational shows differences according to reveal that. Research as a tool for data collection, Iwaiandothers (1998) by Changal (2013) by validity and reliability study based on language needs analysis has been used to other languages by making the survey. Universe of the Research Institute of Yunus Emre in 2016 Tbilisi Turkish as a foreign language learning Turkish Cultural Center the sample of 401 participants and is B and above level of 85 participants.The data collected in the study have been analyzed with SPSS 21.0 program and percentage, arithmeticmean, t-test and one-way analysis of variance (ANOVA) analysis techniques utilized. From the findings of the research results move the Yunus Emre Institute Tbilisi Turkish as a foreign language learners of Turkish Cultural Center language learning needs of individual interests and needs are, respectively, education and job opportunities, totrade and interact, including fourchild-sized classroom has shown himself. At the end of the investigation, the findings of the movement of Turkish as a foreign language teaching in Georgia nature presented some proposals on behalf of the increase.

Keywords
Language Needs Analysis, The Teaching Of Turkish As A Foreign Language, Georgia, Tbilisi Turkish Cul



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