KKTC’de devletin resmî iletişim ve eğitim öğretim dili olan Türkçe, ülke içerisinde aynı zamanda çeşitli kitleler tarafından ikinci dil olarak rağbet görmektedir. Bu araştırmanın amacı KKTC’de ikinci/yabancı dil olarak Türkçe öğrenenlerin yaş, cinsiyet, eğitim gibi değişkenlere göre dil öğrenme ihtiyaçlarını belirlemektir. Araştırmada veri toplama aracı olarak Iwai ve diğerleri (1998) tarafından geliştirilen ve Çangal (2013) tarafından geçerlik ve güvenirlik çalışması yapılarak Türkçeye uyarlanan Dil İhtiyaç Analizi Ölçeği kullanılmıştır. Araştırmanın evreni 2022 yılında KKTC genelinde çeşitli dil merkezleri ve yükseköğretim kurumlarına bağlı birimlerde Türkçe öğrenen yetişkinlerden; örneklemi ise A1, A2 ve B1 seviyesinde öğrenim gören 202 öğreniciden oluşur. Araştırma örneklemi Kongo, Nijerya, Zimbabwe gibi Afrika ülkeleri ağırlıklı olmak üzere 39 farklı ülkeden gelen öğrenicilerdir. Araştırmada toplanan veriler SPSS 21.0 programı ile analiz edilmiştir. Öncelikle normal dağılım varsayımları kontrol edilmiştir. Verilerin normal dağılım göstermemesinden dolayı iki kategorili bir değişken ile bir sürekli değişken arasındaki farklılığı test etmede Mann Whitney U testi, ikiden fazla kategorili bir değişkenle bir sürekli değişken arasındaki anlamlı farklılığı test etmede Kruskal Wallis testinden yararlanılmıştır. Kruskal Wallis testi sonucunda ortaya çıkan anlamlı farklılıkların hangi gruplar lehine olduğu belirlemede ise ikili karşılaştırmalar Mann Whitney U testi ile yapılmış ve anlamlı farklılığı test etmede Bonferroni düzeltmesi formülü ile yeni anlamlılık değerine göre yorumlamalar yapılmıştır. Araştırmada KKTC’de ikinci/yabancı dil olarak Türkçe öğrenenlerin dil öğrenme ihtiyaçlarının alt boyutlarının sırasıyla; sınıf içi iletişim kurma, eğitim ve iş imkânı, ticaret yapma ve bireysel ilgi ve ihtiyaçlardan oluştuğu görülmüştür. Öğrenicilerin dil öğrenme ihtiyaçları ile cinsiyet değişkeninin ticaret yapma ve bireysel ilgi ve ihtiyaçlar alt boyutlarında erkek öğrenicilerin lehine anlamlı farklılık gösterdiği görülmüştür. Öğrenicilerin dil öğrenme ihtiyaçları ile yaş değişkeninin bireysel ilgi ve ihtiyaçlar alt boyutu dışındaki üç boyutta anlamlı farklılık göstermediği görülmüştür. Öğrenicilerin dil öğrenme ihtiyaçları ile eğitim durumu değişkeninin, eğitim ve iş imkânı bulma ve bireysel ilgi ve ihtiyaçlar alt boyutlarında lisansüstü öğrencilerin lehine anlamlı farklılık gösterdiği tespit edilmiştir.

Dil ihtiyaç analizi, Yabancı / ikinci dil olarak Türkçe öğretimi, KKTC 

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.