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After a comprehensive literature review of the field, one can conclude that lifelong learning approaches have not been studied adequately in terms of language learning process. There is an observable connection between learners’ levels of achievement in language learning and their lifelong learning tendencies. This study aims to identify the affect of lifelong learning tendencies of learners on their learning Turkish as a foreign language. The study, in this context, was conducted with mixed research method. The study universe consists of learners learning Turkish at C1 level as a foreign language at Sakarya TOMER 2014-2015 summer school. On the first phase of the study, data regarding lifelong learning tendencies of learners of Turkish as a foreign language was obtained from “Lifelong Learning Tendency Scale”. First, a six point Likert scale was chosen. Then the scale was converted to three points so that the foreign learners in the study could understand the scaling better. The four sub-dimensions of the scale are motivation, perseverance, competency in regulating learning, curiosity. Points from sub-dimensions of the scale vary between 1 and 3. The point indicates that the feature of that dimension increases. Descriptive survey model was applied on the first phase of the study. For the second phase of the study, once lifelong learning tendencies of work groups were identified, achievement test for learning Turkish, developed by field experts researchers, was applied on them twice, first one being before the training and the second one being after dense training. This phase of the study was designed as a model with pre-test and post-test control group. The third phase of the study included the comparison of points from achievement tests and lifelong learning tendency levels which revealed that there is a connection between them. Correlation model will be used for the last phase of the study. As a result of this study, the connection between learners’ achievements in tests and their lifelong learning tendencies was analyzed. Data in the study was obtained through the achievement test on language learning given to learners during the summer school and “Lifelong Learning Tendency Scale”. Improvements in learners’ achievements in language learning during the summer school were gathered. Differences between test scores before and after the summer school were calculated and levels of improvements were found. Thanks to high levels of lifelong learning tendencies of language learners, continuity and universality, two of fundamental goals of education, are provided and effective Turkish learning occurs. Ozet Alan yazin incelediginde, yasam boyu ogrenme yaklasiminin dil edinimi surecinde yeteri duzeyde incelenmedigi gorulmustur. Ogrenicilerin dil edinimlerindeki basari duzeyleri ile yasam boyu ogrenme egilimleri arasinda bir iliski oldugu gorulmektedir. Arastirmanin amaci, yabanci dil olarak Turkce ogrenicilerinin dil edinimi basarisinda yasam boyu ogrenme egilimlerinin etkililigini belirlemektir. Bu kapsamda arastirma, karma model arastirma yontemi kullanilarak gerceklestirilmistir. Arastirmanin evrenini Sakarya TOMER bunyesinde yabanci dil olarak Turkce ogrenen C1 duzeyindeki ogreniciler olusturmustur. Arastirmanin birinci evresinde yabanci dil olarak Turkce ogrenicilerinin yasam boyu ogrenme egilimleri “Yasam Boyu Ogrenme Egilimlerini Belirleme Olcegi” kullanilarak belirlenmistir. Olcek alti dereceli likert olcekten olusmaktadir. Arastirmada yabanci ogrencilerin derecelendirmeleri daha iyi algilamalarini saglanmasi icin olcek uc dereceliye donusturulmustur. Olcek motivasyon, sebat, ogrenmeyi duzenlemede yeterlik, merak olmak uzere dort alt boyuttan olusmaktadir. Olcekte alt boyutlardan alinan puanlar 1 ile 3 arasinda degismektedir. Alinan puan o boyuta ait ozelligin arttigini gostermektedir. Arastirmanin birinci evresinde betimsel tarama modeli uygulanmistir. Arastirmanin ikinci evresinde, yasam boyu ogrenme egilimleri belirlenen calisma gruplarina, alan uzmanlari ve arastirmacilar tarafindan gelistirilmis olan Turkce dil edinimi basari testi, egitim baslamadan once ve yogun egitimin sonunda, iki kez uygulanmistir. Calismanin bu asamasi ontest – sontest kontrol gruplu model olarak duzenlenmistir. Arastirmanin ucuncu evresinde ise basari testlerinden elde edilen puanlar ile yasam boyu egilim duzeyleri karsilastirilmis ve aralarinda iliski oldugu tespit edilmistir. Arastirmanin son evresinde korelasyonel model uygulanacaktir. Bu arastirmanin sonucunda ogrenicilerin test basarilari ile yasam boyu ogrenme egilimleri arasindaki iliski cozumlenmistir. Arastirmadaki veriler dil edinimi ile ilgili ogrencilere yaz okulunda uygulanan basari testi ve “Yasam Boyu Ogrenme Egilimleri Olcegi” olcegi ile toplanmistir. Ogrenicilerin yaz okulu suresince dil edinimi ile ilgili basarilarindaki gelisimler elde edilmistir. Yaz okulu oncesi ve yaz okulu sonrasi basari testleri arasindaki farklar hesaplanarak gelisim miktarlari belirlenmistir. Dil ogrenicilerinin yasam boyu ogrenme egilimlerinin yuksek olmasiyla egitimin temel amaclarindan olan sureklilik ve evrensellik saglanarak etkin Turkce ogrenimi gerceklestirilmektedir.

uluslararası i̇nsan bilimleri dergisi

The affect of lifelong learning tendencies on learning Turkish as a foreign language&lt;p&gt;Yaşam boyu öğrenme eğilimlerinin yabancı dil olarak Türkçe edinimine etkisi