Abstract:

We can predict that in the next few decades, for social, political, cultural, academic and economic reasons, the reputation of Turkish will increase in the world and this will lead to a significant increase in the number of people who want to learn Turkish. But the language knowledge applied in Turkish learning is a matter to be investigated how much the teaching method, techniques and strategies will meet such a universal demand. Therefore, the main objective of this study is to criticize and evaluate the theoretical approach, insight, method, and activities in the context of the "Principles and Changers Theory" in the existing Turkish curricula, which is applied to learn Turkish by itself with the formal Turkish teaching centers and, if necessary, cognitive methods and strategies. In Turkey, the studies in this field have so far been limited to the theoretical and practical studies focusing mainly on the teaching of Turkish to foreigners living in Turkey and are often evaluated in the field of 'Turkish Teaching to Foreigners'. But in this study, as a translation language (Lingua Franca) candidate, linguistic and methodological scientific studies that are performed or will be performed in the framework of foreign/second language learning, where Turkish is easily taught and taught when needed by different nations in different parts of the world. Furthermore, among previous studies, the study of foreign language curricula books in the method-shaped direction, 2007; the assessment of the perception in the direction of Sugar, 2016; as a book of imaginary linguistics, Ungan, 2006 has also been found in studies such as. Our study has found that Turkish is not sufficiently accessible for students who speak different languages outside the Turkish borders due to theoretical, methodical and scientific deficiencies in the context of universal linguistics principles and variables. In this context, modern theoretical approaches and teaching techniques have been proposed for the development of faster, more efficient and efficient Turkish language perception, teaching methods and learning strategies in accordance with the variable differences of the different languages of the world that will allow the Turkish to be learned more effectively in the shortest time. Traditional Turkish linguistic modules used in Turkish teaching are also redefined with universal linguistic modules compatible with international terminology commonly used in the field of foreign language teaching. This study provides a significant contribution to the place of Turkish as a passing language among the world’s numerous passing languages in terms of the curriculum, learning, teaching and accessibility to universal principles and preparation for the future as a passing language.

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