Günümüzde her alanda olduğu gibi yabancı dil olarak Türkçe öğretimi alanında da ilerleme bilimsel yayınlar yoluyla gerçekleşmektedir. Bilimsel çalışmaların kalıcılığı, devamlılığı ve ulaşılabilirliği bilimsel dergiler sayesinde olmakta ve bu dergiler bilimin gelişiminde büyük bir rol oynamaktadır. Bu araştırma yabancı dil olarak Türkçe öğretimi alanında yapılan, bilimsel dergilerde yayınlanmış çalışmaları incelemek ve bu alanda yapılan çalışmalarla ilgili içeriklerin ne olduğu, hangi dergilerde yayınlandıkları ve frekansları ile ilgili bir rapor oluşturmak amacıyla yapılmıştır. Bu amaçla YÖK akademik arama sisteminde kayıtlı yabancı dil olarak Türkçe öğretimi alanında 1993-2017 yılları arasında yayınlanan 219 makale göz önünde bulundurularak çalışma yapılmıştır (URL8). Yapılan akademik çalışmaların yayınlandığı dergiler ve yayınların içerikleri tespit edilip sınıflandırılmıştır. Araştırmada yabancı dil olarak Türkçe öğretimi konusunda yayınlanan makalelerin içerikleri bakımından dağılımlarına, bu alandaki yayın frekansı en yüksek olan dergilerin özelliklerine bakılmıştır. Sonuçlar grafik, frekans ve yüzde tablosu olarak sunulmuştur. Araştırma sonucunda; 1. Yabancı dil olarak Türkçe öğretiminde genel yabancı dil öğretiminin de sorunu olan hedef kitleye yönelik bir öğretim yöntemi geliştirilememiş olması ve buna bağlı olarak öğretim kaynaklarının yetersiz kalması, 2. Yabancı dil olarak Türkçe öğretim yöntemi ile ilgili yapılan çalışmaların klasik dört yetiye dayalı bütünsel bir öğretim planlamasının içinde yer alması, modüler bir öğretime dayalı yani her seviyede okuma-anlama, yazma, konuşma ve dinleme-anlama yetilerinin ayrı birer modül olmaması, 3.Yükseköğretim kurumları arasında yabancı dil olarak Türkçe öğretimi ile ilgili ortak müfredat ve uluslararası geçerliliği olan bir Türkçe seviye tespit sınavının geliştirilmemesi, Yabancılara Türkçe öğretimi alanındaki temel eksikliler olarak tespit edilmiş ve bunlarla ilgili bilimsel çalışmalara ağırlık verilmesinin gerekliliğini ortaya çıkmıştır. Ayrıca, "Türkçe, -sadece bilinen yazılı kaynakları dikkate alınsa dahi- en az on üç asırlık geçmişe sahip, köklü bir edebiyat, kültür, sanat ve bilim dilidir"(Çifci vd, 2017, s.219). Bu bağlamda ülke bilgisi adı altında Türk kültür öğesini nasıl daha iyi aktarılması gerektiğine dair fikir verici çalışmaların yapılması umulmaktadır. Araştırmada yabancı dil olarak Türkçe öğretimi alanında yapılan bilimsel çalışmaların içerik çeşitliliğinin ve sayısının artırılması gerektiği sonucuna ulaşılmıştır

Just like every other area nowadays, progress in teaching Turkish as a foreign language takes place through scientific journals. The persistence, continuity and accessibility of scientific studies are due to scientific journals, and scientific journals play a major role in the development of science. This research was carried out in order to examine the studies in scientific journals published in the field of Turkish language as a foreign language and to create a report about the content of the work done in this field, and frequency of the journals published. For this purpose, the contents of 93 journals and 219 publications published in the field of Turkish studies as a foreign language and registered in YÖK system between 1993-2017 have been determined and classified. In this article, the publications of Turkish language as a foreign language were examined in terms of their contents and the properties of the journals with the highest publication frequency in this area. The results are presented in graph, frequency and percentage tables. As a result of the research; 1. A teaching method for the target group which is the problem of the general foreign language teaching in the teaching of Turkish as a foreign language has not been developed and the teaching resources are insufficient due to this, 2. Studies on the teaching method of Turkish as a foreign language are based on classical four skills and having not separate modules for reading-comprehension, writing, speaking and listening comprehension at every level. 3. There is not a common curriculum related to teaching Turkish as a foreign language among higher education institutions and the development by higher education institutions an exam for Turkish as a foreign language with international acceptance was determined as the main deficiencies in the field of teaching Turkish. It became necessary to give importance to scientific studies related to these. According to the result of the research, it can be said that the number and content diversity of the studies conducted in the field of teaching Turkish as a foreign language should be increased The progress in the field of teaching Turkish as a foreign language takes place through scientific publications. The scientific studies on teaching Turkish as a foreign language have played an important role in the formation and development of the field of Turkish teaching. This study was conducted in order to determine the deficiencies, and increase the contributions made to the field by examining the studies conducted up to date. In the current study, the content analysis method was used to analyze the articles published in the field of teaching Turkish as a foreign language. The articles of the current sample were classified according to the author numbers, publication year, journal, journal’s properties, and subject areas. The frequencies of occurrence were determined by means of frequency analysis, and are expressed in percentages and graphs. The terms "foreign language teaching" and "Turkish as a foreign language" were searched in TR directory on CABIM web page, and the database of the Higher Education Council; and 252 articles identified after removing duplicates. Among those, full texts of 142 was obtained. In addition to these, full-texts of 77 articles were obtained by document reviews in journal databases. In sum, the current study was conducted with 219 articles. The articles were first categorized according to the publication years and the journals they were published in. Then, they were divided into main groups for crosscheck. After that, the journals with a publication frequency of three and more were used to create subtopics for further investigation. All the data retrieved from the articles were coded and analyzed using the SPSS program. The classifications and the data entry was repeatedly checked by different researchers for the minimum error. The results are presented in graphs, and frequency and percentage tables. The data regarding subject of the article, number of authors, publication year, and features of the journal were extracted by investigating the articles on Turkish teaching as a foreign language, and articles indexed in the Higher Education Council’s database for article properties. The frequencies suggest that the number of publications increase after 2014 in the field of Turkish as a foreign language. The percentage of the articles published after 2014 is 72%. When we examine the articles in terms of the published journals, it was seen that 90.9% of the journals were indexed in either area-specific indexes or other indexes; and 79.5% were international journals. The investigation of 219 yielded 8 subject groups: language skills (reading, writing, speaking, listening), audiovisual method, grammar, book review - comparison, motivation - anxiety - need analysis and technology. When we look at the distribution of the articles according to the subjects, it was observed that the majority of the studies were on language skills and audiovisual methods; and the studies about motivation-anxiety-need analysis were about 5%. The results suggest that the publications in this field focuses on particular journals, and 99% of the publications were after 2010. Among those, 89% were international journals; 2% were indexed in SSCI; 2% were not indexed and remaining 96% were indexed in area-specific indexes or other indexes. Based on the results, three deficiencies in the field of teaching Turkish as a foreign language were identified. First, the field of teaching Turkish as a foreign language lacks focused tools for teaching in target populations and lacks teaching resources. Second, the field of teaching Turkish as a foreign language is focused on the holistic teaching planning ased on four classical skills rather than differentiated modules in reading, writing, speaking, and listening for every level. Third, there is a lack of curriculum for teaching Turkish as a foreign and an internationally valid proficiency examination for Turkish across universities. In this context, further studies are required to investigate that ways to convey the Turkish culture.