Development and implementation of scale regarding the language proficiencies of those learning Turkish as a foreign language

In the developing world, people need to learn a second language besides their mother language. When we examine the world geography recently, it is seen that the number of people learning Turkish as a foreign language has increased rapidly. This intense interest and demand for the learning of Turkish language and culture reveals the necessity of effectively structuring the processes of teaching Turkish as a foreign language. Considering the results of the studies conducted in the field of teaching Turkish to foreigners in Turkey, it is seen that while there are many studies on the lack of programs, inadequacy of teacher training and material deficiencies, there are few scale studies that will determine the proficiency of the language skills of foreign students learning Turkish. Determining the competencies ensures the active participation of foreign language learners in the educational environment and minimizing their learning anxiety. For all these reasons, it is important to determine the competencies of language skills of students learning Turkish in the context of teaching Turkish to foreigners. In this study, the fourth step of program development, the 'Organization of Content' variable, was set out. In this context, it is aimed to determine the proficiency levels of language skills of those who learn Turkish as a foreign language in the current quantitative study. The sample of this quantitative study consists of students learning Turkish as a foreign language at B1, B2, C1 and C2 (Academic Turkish) levels in 16 Turkish Education Application and Research Center Directorates (TÖMER) in Turkey. During the data collection process of the study, the language skills proficiency scale developed by the researcher was applied to students at B1, B2, C1, C2 levels. In the light of the data obtained, while determining the language proficiency of the students who learn Turkish as a foreign language participating in the research, the proficiency of the speaking (speaking-writing) skills was higher than the proficiency of the comprehension (reading-listening) skills.In other words, exposure to Turkish increased their proficiency in speaking skills. Considering whether there is a significant difference according to the exchange rate it is in, there is a sufficient difference in the vertical exchange rates (B and C exchange rates); A sufficient level of difference was not found in horizontal exchange rates (B1-B2 and C1-C2).No significant difference was found in terms of mother tongue differences. As the reason, it is seen that 50% of the group participating in the research consists of Turkish origin language families. No significant difference was observed according to gender differences.For the validity and reliability studies of the scale, first, exploratory factor analysis was performed on 352 foreign students, and then confirmatory factor analysis was performed on 312 foreign students. The validity and reliability of the scale have been proven by the expreiment of these studies. Key Words: Foreign Language Proficiency, Language Skills, Competence Scale, Scale