@article{2017,title={BILINGUALIZED DICTIONARIES AND TEACHING TURKISH AS A FOREIGN LANGUAGE},abstractNode={Researches focusing on the relationship between dictionary and user have become an important aspect of lexicography. These researches have generally focused on two main problems: preparing appropriate dictionaries by determining users’ needs and by defining products’ qualities, directing users’ behaviors to appropriate dictionaries. This study is mostly concerned with the first group. The aim is to offer guidance on the production of works that can meet the dictionary needs of the students who are learning Turkish as a foreign language. Thus, it has been attempted to answer the question “How should the works (in terms of micro structure) that can meet the dictionary needs of students learning Turkish as a foreign language be?” by examining the forms of dictionaries -through document analysis- that are used in teaching other languages for foreign students, the studies concerning the effectiveness of these dictionaries and the results obtained and suggestions.As a result of the research, it has been found that monolingual, bilingual, semi-bilingual and bilingualized dictionaries are used in foreign language teaching but it has been concluded that among these dictionaries bilingualized dictionaries are more useful than the others. Combining monolingual and bilingual dictionaries into one dictionary and bringing together the best qualities of each dictionary, bilingualized dictionaries offer a special mixture for users. These dictionaries have been widely used in foreign language education in recent years as they included the advantages of both dictionaries. Today many languages have bilingualized dictionaries. In order to be able compete with other languages in the field of foreign language education, Turkish bilingualized dictionaries should be produced as soon as possible. },author={Sami BASKIN-& Muhsin MUMCU},year={2017},journal={International Journal of Language Academy}}