AN INVESTIGATION OF PERCEIVED NEEDS OF TURKISH AS A FOREIGN LANGUAGE LEARNERS: A DESCRIPTIVE CASE STUDY
There are many studies concerning needs analysis in related foreign language teaching literature. Needs analysis is seen as a first step for an effective program in related literature. Additionally, needs analysis is a first step for developing an effective program within Taba-Tylar’s model. However...
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| Autores principales: | , , , |
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| Formato: | article |
| Lenguaje: | DE EN FR TR |
| Publicado: |
Fırat University
2019
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| Materias: | |
| Acceso en línea: | https://doaj.org/article/e96facd4df42486d9b094571e809b661 |
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| Sumario: | There are many studies concerning needs analysis in related foreign language teaching literature. Needs analysis is seen as a first step for an effective program in related literature. Additionally, needs analysis is a first step for developing an effective program within Taba-Tylar’s model. However, as students’ needs cannot be determined only by students’ views and perceptions, student, parents and teachers views have an importance in developing an effective program. However, it cannot be called as a full needs analysis that only students try to express their needs. For this reason, this process can be entitled with as a need perception or perceived needs. In this study too, it is aimed to determine only students’ views regarding the perceived needs. To that end, the aim of this study is to determine the perceived classroom needs of learners of Turkish as a Foreign Language in India with regards to basic language skills and shed light on to what extent these needs are practiced in classroom. Non-corelational research methodology within descriptive research was adopted in this study. Sampling of this study is 100 Turkish learners in India. The data was gathered with a questionnaire developed by Yıldız (2004) and analyzed by SPSS 17.0. As a result, it was seen that students perceived speaking skills to most needed one as a first order. However, it was also revealed that this perceived need was in contrast with in-class activities related to speaking skill. Accordingly, preparing educational activities by taking into account students’ perceived needs is seen as a primordial notion with regards to success in foreign language. |
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