Inference of the Method of Teaching Turkish as a Foreign Language

Foreign language learning is considered to be very different from the acquisition of native language. However, a new tool is estimated with a new communication tool. Because we can express ourselves in the triggering of trying to win. Moreover, in the two processes, the individual will be able to simulate and imitate grammar, to help solve the language skills. These similarities for the acquisition of the native language revealed the concept of foreign language acquisition and related definitions and interpretations. Krashen (1983) says that even if all conditions are perfect for language acquisition, those who are not exposed to meaningful messages do not speak and cannot speak the language. He emphasizes that the language learner must live an “incubation” called e silent period de and during this period, one should say” meaningful messages” should be intertwined in the target language. From this theory, the main language of the languages and the acquisition of the factor is provided to be carefully compensated. It is the acquired language of foreign language teaching. However, in the current language education programs, individual and listening, speaking, reading and writing are required. In the second language teaching, it is predicted that teaching / learning processes will be more successful when the transfer is made with a similar system. Because the students who graduate from T？MERs have more problems in production skills than other skills. This is the starting point of the study. “Is it necessary to present the skills that the student is exposed to in a foreign language teaching as a whole, or should they be presented in a sequence without being completely isolated from each other in the acquisition of skills by taking into account the level of anxiety, needs and language acquisition?” The main objective is to create an answer to this question and to discuss this issue