The aim of this study is to investigate Turkish as Foreign Language learners’ learning histories and their Turkish learning cases by associating with many variables such as age, and nationality. This inquiry, then, figured out the existing Turkish learning cases in India. The languages acquired by Indians students learning Turkish as a Foreign Language (TFL) are shown the proportion. In this scale, the case of learning Turkish was shown. The portion of gender, race and age factors of TFL learners were taken into consideration. In this study, non-relational descriptive research technique was used. The sampling of this research consists of 110 Turkish as foreign language learners in India. As a data collection tool, a questionnaire was used developed by researchers by inspiring from the study of Buran (2008) for the acquisition and learning processes in Kyrgyzstan. The data were analyzed by SPSS 16.0 software. As a result of the existing findings, it was seen that Turkish language was learnt as a foreign language after English as a second language. It was also seen with the reference of learning histories of the participants that at least two foreign languages were learnt besides Hindu and English. There are many factors orienting the foreign language learning process. We underline from these factors the biological conditions, cognitive and sentimental notions, teaching methods and social and environmental facts. In light of these facts, it was seen that the language teaching in India was influenced by all of them in a positive way. This case shows us the advance level of strategically developing India about second language acquisition.
2013/8 
Sayı 6