Edited By İsmail Güleç and Bekir Ince
This book consists of papers presented at the 1st International Symposium of Teaching Turkish as a Foreign Language. The Symposium was held at Het Pand Culture and Congress Center of Ghent University in April 2015. It was presented by the Sakarya University Institute of Education Sciences and the Belgium Turkish Associations with the support of the Turkish Language Association and the Yunus Emre Institute.
A Study on Teaching Turkish As a Second / Foreign Language and Strategy Training in Developing Reading Comprehension Skills
Abstract The research literature on reading strategies indicates the need to increase our understanding of readers’ metacognitive knowledge about reading and reading strategies to develop second language learners into strategic readers. Research into the relationship between reading strategy use and reading comprehension has shown that effective use of strategies leads to better comprehension. Learners of Turkish as a second language can be instructed to increase their awareness and use of reading strategies and they can benefit from this kind of instruction to improve their comprehension skills. The aim of this paper is to provide a brief summary of the purpose and essential aspects of reading strategies in learner training and to examine the extent to which reading strategies training is presented and developed in Yeni Hitit Yabancılar için Türkçe language course books for adults and young adults.
Keywords: Reading strategies, Learner Training, Turkish as a Second Language.
Reading strategies are “those mental processes that readers consciously choose to use in accomplishing reading tasks” (Cohen, 1990, p. 83). Shoerey and Mokhtari define reading strategies as “the deliberate, conscious procedures used by readers to enhance text comprehension” (2001, p. 433). Carrell refers to them as “actions that readers actively select and control to achieve desired goals or objectives” (1998, p. 1). All of these definitions highlight the “conscious deliberation” in the use of these “actions,” “procedures” or “processes” as it is the most important factor referred in the...
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