An evaluation of the relationship between language learning needs of foreign students learning Turkish and their motivation to learn Turkish: Sakarya TÖMER example

The main purpose of this study is to determine whether there is a relationship between foreign students' Turkish learning needs and motivation. The other aim of the study is to examine students' language learning needs according to their subdimensions, course level, duration of learning Turkish and mother tongue variables and to determine the relationship between them. In the study, quantitative research method and accordingly the survey model was used. Sample group; consists of 200 students studying at Sakarya University TÖMER at A2, B1, B2, C1 level. The study was conducted in the 2022-2023 academic year. The data collection tools of the study were determined as "Motivation Scale for Learning Turkish as a Foreign Language" and "Needs Analysis Scale for Teaching Turkish to Foreigners". Quantitative data analysis methods were used to analyze the research data. The data obtained in this context were analyzed with SPSS27 package program. Students' motivation status was analyzed according to intrinsic motivation, instrumental motivation and cultural motivation sub-dimensions. Accordingly, it was determined that motivation sources were mostly oriented towards intrinsic motivation. Language learning needs were addressed through the sub-dimensions of Doing Business, Education and Job Opportunities, Individual Interests and Needs, and Communicating in the Classroom. According to these sub-dimensions, it was determined that the most important need of the students was to communicate in the classroom. In the mother tongue variable, the Turkish language learning needs of students whose mother tongue is Arabic, and Indonesian are lower than those of students who speak other mother tongues. However, it was observed that students' motivation for language learning was high regardless of their mother tongue. While students' language learning needs do not vary according to their level, students at C1 level have higher instrumental and overall motivation scores. Motivation scores were compared according to the variable of students' duration of learning Turkish, and it was concluded that students who learned the language for different durations had similar motivation levels. Even though the language learning needs of the students differed in terms of the duration of their Turkish language learning, it was determined that their language learning needs were similar. In line with the purpose of the study, the relationship between students' language learning needs and motivation was determined and a significant relationship was observed between them. In this case, it is possible to say that as the students' need for language learning increases, their motivation also increases. Keywords: Teaching Turkish to Foreigners, TÖMER, Need, Motivation, Needs analysis.