An example of needs analysis based in functional notional approach in common european framework for languages teaching

In this study, based on a planned and systematic approach to the functional notional that serves the purpose of learning a language, the Common European Framework of Reference for Languages Text was intended to create an instance of a needs analysis in the specified language, which is based on their ability level. For this purpose, the language levels and skills questionnaire named ?Needs Analysis for Teaching Turkish as Foreign Language? with the name of a questionnaire was created and implemented. The study consist of student G. U. TOMER and Sarajevo Yunus Emre Turkish Cultural Center; who are non-native speakers of dialects of Turkish and 103 people who are studying Turkish language at a institution abroad and accessible to a particular method of sampling for the purposes of the study. According to the data gained from the research, the vast majority of foreign language learners of Turkish are students. This situation indicates that Turkish language is learned more for education. In addition, in the process of language learning, students demand to use teaching techniques, equipment and resources as much as possible. They also want to be have courses with large groups or in the classrooms. It is also desired by them to learn the language functionally and appropriate for daily life. Speaking skills which is needed to be developed most the learners also indicated that they had problems and difficulties in the field of grammar. As a result, the study indicated that to find out some characteristics of the language learners (such as age, occupation, purpose for learning that language, etc) the skills of the target language that they need to develop; their interests and purposes would be helpful to the learners; and ones who prepare the curriculum. Key Words: Teaching Turkish as a foreign language, The Common European Framework for Languages Teaching, Functional Notional Approach, Needs Analysis