Jan. 2010, Volume 7, No.1 (Serial No.73) Sino-US English Teaching, ISSN 1539-8072, USA 24 A study on needs analysis of learners of Turkish language Cem Balcikanli (Center for European Studies, University of Florida, Florida 117342, USA) Abstract: This paper reports a small-scale study of needs analysis of learners of Turkish as a foreign language at University of Florida. Needs analysis is described in the context of foreign language learning as “a systematic and ongoing process of gathering information about students’ needs and preferences, interpreting the information and then making course decisions in order to meet those needs” (Graves, 2000, p. 74). Because foreign language instruction has become much more learner-centered in recent years, needs analysis is a must for effective learning processes to occur (LONG, 1999, 2005; Kikuchi & Apple, 2006). In this context, the purpose of this pilot study is to gather information about the students’ needs in learning Turkish at Center for European Studies, where less commonly taught languages, including Czech, Greek, Hungarian and Polish are offered. Drawing on interview data compiled from a number of studies (Tarone & Yule, 1989; LI & Richards, 1995), the findings indicate that the students’ needs may be grouped under four categories including their linguistic needs, their objectives in learning Turkish, learning resources, psychological and sociological factors that may impact their learning experiences. In the light of the interview findings, certain suggestions as to how to teach Turkish effectively are made. Key words: needs analysis; less commonly taught languages; learner centered instruction; foreign language learning 1. Introduction In recent years, learner-centered instruction has become a must for effective language learning. Consequently, students inevitably must be at the center of teaching pedagogical practices, which requires language teachers to know about their students’ objectives, language attitudes, expectations of the course and learning strategies (Buckingham, 1981; Van Els, et al., 1984). Described in the context of foreign language learning as “a systematic and ongoing process of gathering information about students’ linguistic needs and preferences, interpreting the information and then making course decisions in order to meet those needs” (Graves 2000, p. 74), needs analysis guides teachers to select appropriate tasks and content and teachers’ statements of goals and to provide a better understanding of the purpose of instruction for the students (Nunan, 1988; Kaur, 2007). In other words, needs analysis generally leads language teachers to take specific actions on what to do and how to do it in the context of learner-centered instruction. Most studies simply indicate that needs analysis is of utmost importance in foreign/second language learning achievement (Brindley, 1984; Hutchinson & Waters, 1987; Cameron, 1998; Jasso-Aguilar, 1999; Xenodohidis, 2002; Bosher & Smalkoski, 2002; Watanabe & Mochizuki, 2005). As long as students perceive that their needs and interests are examined and seriously taken into consideration, their contributions to their learning processes, Cem Balcikanli, lecturer of Center for European Studies, University of Florida; research fields: the role of technology in learning and teaching, learner autonomy, teaching Turkish as a foreign language.