Turkish, which is the official language of communication and education in the TRNC, is also in demand as a second language by various masses in the country. The purpose of the present research is to determine the language learning needs of those who learn Turkish as a second/foreign language in the TRNC based on variables such as age, gender and education. The Language Needs Analysis Questionnaire, which was prepared by Iwai et al. (1998) and adapted into Turkish after a validity and reliability study by Çangal (2013), was used as a data collection tool in the research. The universe of the research consists of adults that learn Turkish as a foreign language in various language centers and units of higher education institutions throughout the TRNC in 2022, and the sample consists of 202 learners with A1, A2 and B1 levels. The research sample is from 39 different countries, mainly African countries such as Congo, Nigeria and Zimbabwe. The data collected in the research were analyzed with the SPSS 21.0 program. Normal distribution assumptions were initially checked. Since the data failed to indicate normal distribution, the Mann Whitney U test was used to test the difference between a variable with two categories and a continuous variable, and the Kruskal Wallis test was used to test the significant difference between a variable with more than two categories and a continuous variable. Pairwise comparisons were performed via the Mann Whitney U test to determine which groups had advantage in terms of the significant differences that emerged as a result of the Kruskal Wallis test, and interpretations were performed in accordance with the new significant value through the Bonferroni correction formula to test the significant difference. The research concluded that the sub-dimensions of language learning needs of those who learn Turkish as a second/foreign language in the TRNC consist of communication in the classroom, education and job opportunities, doing business, and individual interests and needs, respectively. It was observed that the language learning needs of the learners and the gender variable significantly differed in favor of male learners in the sub-dimensions of doing business and individual interests and needs. The research also suggested that the language learning needs of the learners and the age variable indicated no significant differences in three dimensions, except for sub-dimensions of the individual interests and needs.  It was also argued that the language learning needs of the learners and the educational status variable indicated a significant difference in favor of the graduate students in the sub-dimensions of education and job opportunities and individual interests and needs.

Turkish, which is the official language of communication and education in the TRNC, is also in demand as a second language by various masses in the country. The purpose of the present research is to determine the language learning needs of those who learn Turkish as a second/foreign language in the TRNC based on variables such as age, gender and education. The Language Needs Analysis Questionnaire, which was prepared by Iwai et al. (1998) and adapted into Turkish after a validity and reliability study by Çangal (2013), was used as a data collection tool in the research. The universe of the research consists of adults that learn Turkish as a foreign language in various language centers and units of higher education institutions throughout the TRNC in 2022, and the sample consists of 202 learners with A1, A2 and B1 levels. The research sample is from 39 different countries, mainly African countries such as Congo, Nigeria and Zimbabwe. The data collected in the research were analyzed with the SPSS 21.0 program. Normal distribution assumptions were initially checked. Since the data failed to indicate normal distribution, the Mann Whitney U test was used to test the difference between a variable with two categories and a continuous variable, and the Kruskal Wallis test was used to test the significant difference between a variable with more than two categories and a continuous variable. Pairwise comparisons were performed via the Mann Whitney U test to determine which groups had advantage in terms of the significant differences that emerged as a result of the Kruskal Wallis test, and interpretations were performed in accordance with the new significant value through the Bonferroni correction formula to test the significant difference. The research concluded that the sub-dimensions of language learning needs of those who learn Turkish as a second/foreign language in the TRNC consist of communication in the classroom, education and job opportunities, doing business, and individual interests and needs, respectively. It was observed that the language learning needs of the learners and the gender variable significantly differed in favor of male learners in the sub-dimensions of doing business and individual interests and needs. The research also suggested that the language learning needs of the learners and the age variable indicated no significant differences in three dimensions, except for sub-dimensions of the individual interests and needs.  It was also argued that the language learning needs of the learners and the educational status variable indicated a significant difference in favor of the graduate students in the sub-dimensions of education and job opportunities and individual interests and needs.

 Language needs analysis, Teaching Turkish as a foreign / second language, TRNC.