THE ISSUES OF CURRICULUM, METHOD, TEACHING MATERIALS AND ASSESSEMENT METHODS IN THE CONTEXT OF TEACHING TURKISH AS A FOREIGN LANGUAGE: BELARUS CASE

In recent years, Turkey's economic development and political stability makes a substantial contribution to the process of increasing interest to our country and culture. As a natural consequence, worldwide interest in Turkish is rapidly increasing compared to past years. Belarus is one of the countries in which the interest increased in Turkish. The history of Turkish education in Belarus began in 1994. First, at the Minsk State Linguistic University with 8 students Turkish courses were put in the program as elective courses. In 2012, Turkish is being taught as a foreign language at 6 different universities in Belarus. More than two hundred students are learning Turkish as a first and second foreign language. One of the problems that is met in Belarus is the lack of experienced teachers in the field of teaching Turkish as a foreign language. Another problem is lack of teaching curriculum with clearly defined dimensions in terms of goals, content and evaluation methods (Yıldız and Tunçel, 2011). This study aims to highligt the importance of conducting similar studies in the field of teaching Turkish as a foreign language. The aim of this descriptive study is to discuss the problems faced in the processes of teaching Turkish as a foreign language in the context of Belarus and to offer suggesstions to these problems.