This study investigates how and where the foreign language learner'sdictionaries came out first and examines their properties. It also givesinformation about current situation of the learner's dictionaries in Japan.Then, by giving some examples of them, it tries to figure out what kinds ofinformation are useful and needed in such dictionaries. Afterwards, thesedictionaries, considered as one of the indispensable tools of foreign languageeducation, are evaluated in terms of the requirements of the users, and finallythe need for this kind of dictionaries are expressed for Turkish, which isbecoming a world language.1. IntroductionWhen learning a foreign language, along with grammar rules andpatterns, learning new vocabulary, is perhaps one of the biggest challengesfaced by individuals who learned that language. In fact, in some cases,language transfer used by the learners, from first language to the secondlanguage increase the errors/misuses even more. This arises from thedifferences of the cultures and how these differences affect the languages. Asthe culture differs it reflects on conceptualization and formation of the language. For example, it is known that in Eskimo, the language of the peopleliving in the North Pole and the land of continuous snow and ice, there aremore than 10 concepts for the word "snow" which is translated as "kar" intoTurkish. Another striking example is Japanese word "Sumo". As there is noexact conceptualization of this word in Turkish, it is used the same as "sumo"or as "sumo güreşi ". Also, words like "tsunami" or "samurai" can be examplesfor this.Concepts and correspondingly their symbols - i.e. words are specificphenomena/facts that develop just in the languages they are born and raisedinto and it is natural that in other languages there are no exact equivalents forthem. In this case it is more suitable to use a monolingual dictionary where thoseconcepts are explained within the subjective nature of that language. But usuallythe use of monolingual dictionaries prepared for the use of native speakers bythe second language learners is, unfortunately, not possible unless they reach ahigher level. Thanks to the studies in the beginning of the XX. centuries of thelinguists such as Harold E. Palmer, A.S. Hornby and Micheal West, who wereaware of this fact. According to their studies, monolingual "Learner'sDictionaries”, that are still in use, came out.Named in English as "Learner's Dictionary" and in Japanese "GakushuJisho (学習辞書)" or "Gakushu Jiten (学習辞典)" and also sometimes found insome other languages, "Foreign Language Learning Dictionaries" are themost important tools of foreign language education. No matter how they arecalled, the most important common feature of them is that they really havea special design for people who are learning a foreign language. After a verylong process of data collecting and various of studies, they can be wellprepared only as a result of using this data for the proper needs of thelearners in dictionaries.At this point, it’s thought that it is possible to separate Learner’sDictionaries into two groups, as “Monolingual” and “Bilingual” Learner’sDictionaries.2. Purpose of this studyThe purpose of this study is to inquire and understand the features of“Learner’s Dictionaries” so that we can be well prepared for such kinds ofdictionaries. Recently, Turkish Language has become very popular in Asia,especially among other Turkic Republics, so it is thought that the need of aLearner’s Dictionary written in Turkish has become a real necessity. Thusin this paper, by inquiring the techniques and the methods used in the“Learner’s Dictionaries” we can understand how to develop a Learner’sDictionary for Turkish.3. MethodThis study is constructed on the previous researches and the studies aboutlearner’s dictionaries. However, the method used the most is analyzingtechnique. After analyzing the both monolingual and bilingual learner’sdictionaries, the techniques, methods and the information used in such kindsof dictionaries have been gathered together and put in order. 4. DiscussionLearner’s Dictionaries, which are considered as one of the indispensabletools of foreign language education, are capable to answer the needs of theirusers, only if they are designed by taking those needs into consideration. Thisis why Learner’s Dictionaries should aim to become “user-friendly” or “useroriented”.The fist written statement considering the users, is seen quite a longago. In “The Plan of a Dictionary of the English Language”, Samuel Johnsonsays: “The value of a work must be estimated by its use: It is not enough thata dictionary delights the critic, unless at the same time it instructs the learner… (Johnson, 1747: 5)”. But on the other hand, although it had been pointedout at the first half of the 18th century, the needs of dictionary users werenot taken into account so easily.So while mentioning Learner’s Dictionaries, it can be said that theattitude of these dictionaries they show to their users is the most considerableidentity of them.5. ResultsIn this study by inquiring and analyzing Learner’s Dictionaries, werevealed the techniques, methods and the information used in such kinds ofdictionaries. A dictionary should be established on the basis of concrete andscientific data. This will increase the reliability and also enhance the benefitsthat it will bring to its users.As a result of this study, we can group the work that should befollowed in two, when we will make a Learner’s Dictionary.A. Data Creation and Preparation Procedure:1) Creation of corpus database.2) Determination and selection of headwords and high frequencywords, according to the corpus database. (Especially, if a monolinguallearner’s dictionary is planned to create, defining words, i.e. “definingvocabulary list” shoul