Opinions of instructors and students on the current status of healthcare Turkish in teaching Turkish to foreigners

This study is the one based on specific purposes in teaching Turkish as a foreign language to foreigners. The aim of the research is to determine the current situation of Turkish for healthcare based on the opinions of international students who come to Turkey to receive education or do their internship in healthcare and the teachers who have taught Turkish for specific purposes. In the study, a qualitative research approach was adopted and a case study model was implemented. The study group of the research consists of 44 international students from 25 different countries who came to Turkey to do their internship or training in the field of healthcare in the 2019-2020 academic year, and 10 instructors who have experience in teaching Turkish for specific purposes. Hacettepe University Faculty of Medicine, Ankara University Faculty of Medicine, Gazi University Faculty of Medicine and T.C. International students who continue their education in healthcare at different universities with scholarships provided by the Presidency of Turks Abroad and Related Communities of the Ministry of Culture and Tourism; Foreign doctor candidates who did internships at Ankara University Medical Faculty Ibn-i Sina Hospital and Gazi Hospital, and international students in the field of health who learned Turkish at Hacettepe University TÖMER, Gazi University TÖMER and Health Sciences University TÖMER participated. The instructors part of the research consists of instructors who taught Turkish for special purposes or prepared course materials in this direction at Gazi University TÖMER, Hacettepe University TÖMER, Gaziantep University TÖMER, Eskişehir Osmangazi University and Yunus Emre Institute. The data of the research were collected through a semi-structured interview form developed by the researcher. Some of the results obtained from the opinions of the students participating in the research are as follows: The majority of international students who come to Turkey to study or do their internship in the field of healthcare do not take Turkish lessons in healthcare to support their expertise both before and during their university education. In addition, the general Turkish courses they take at TÖMERs are insufficient for their field of specialization and professional life. Due to such reasons, the target audience experience significant academic failures during their undergraduate education (especially in freshman). At the beginning of the problems experienced by the students in their education is not knowing the jargon related to healthcare, which comes from the inability to understand undergraduate courses in the textbooks and to communicate in Turkish with faculty members, classmates and colleagues during their internship. In addition, the target audience stated that the biggest communication problem they will experience if they start an internship or job in any hospital in Turkey will be caused by dialects that vary according to the regions. Some of the results obtained from the teacher's opinions are as follows: Turkish teaching for specific purposes is required in teaching Turkish as a foreign language to foreigners. Healthcare Turkish vocabulary should be specified and a healthcare Turkish curriculum should be prepared accordingly. The majority of the international students participating in the research also stated that the healthcare Turkish course is a must. In addition, they stated that after the vocabulary set was specified, a textbook and workbook for healthcare Turkish and a special dictionary should also be prepared. The students participating in the research also stated that they needed a healthcare Turkish dictionary. In addition to these, the classes in which healthcare Turkish will be taught should be like a simulated laboratory. In addition to the course and workbook, authentic materials such as prescriptions, stethoscopes, oral and dental health brochures, nutrition posters, masks, vaccination cards and thermometers, and field-specific materials such as medical instruments and mannequins should be included in the teaching process. Using the simulation technique; to deal with issues through real cases; attending health-related conferences; with faculties of medicine, dentistry and pharmacy, Organizing trips to institutions and organizations such as the ones affiliated with the Turkish Ministry of Health, family healthcare centers and hospitals. Ensuring the revival of professional life dialogues such as doctor-patient, patient-nurse and doctor-nurse with creative drama technique and organizing student meetings are the most important activities that will make the teaching process fun and be productive. Based on the needs of the students, it can be said that in a textbook to be prepared for healthcare Turkish, "medical terminology, anatomy, Turkish healthcare topics such as "healthcare system, medical instruments and devices, history of Turkish medicine" should also be included. At the end of the research, suggestions regarding the identified problems were presented. In addition, as a suggestion, activities in line with the professional language objectives of Pearson's "Global Scale of English" (for B2 level / 59-66 range) and sample dialogues based on healthcare Turkish basic vocabulary and health-related phrases were also presented. Keywords: teaching Turkish to foreigners, language teaching for specific purposes, healthcare Turkish, professional Turkish