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.
The Analysis of Reading Passages in Terms of Skimming and Scanning Strategies: “Yeni Hitit 2, Course Book for Foreigners”
Abstract While learning a language, it is necessary to improve four skills, among which readin is especially important as it shows up in nearly all part of our life such as academic studies, reading newspapers, finding a phone number, reading recipes. Therefore, improving reading strategies will both make life easier and save time. This is also valid in learning a new language, since improving reading skills in the new language makes it both easier to learn a second language and also makes readers much more effective in daily lives. Taking these into consideration, students improving their effective reading strategies seems important. As the reading skill constitutes a big part of the FL learning, not only instructors but also administrators need to be careful about text selection and give a place to activities, especially ones which improve students’ effective reading skills.
The aim of this study is to investigate the reading activities related to the texts in the book entitled “Yeni Hitit Yabancılara Türkçe Öğretimi 2” by TÖMER, in terms of sufficiency of skimming and scanning activities. According to the results obtained, the number of the texts and scanning activities are sufficient; however, skimming activities are found to be limited in numbers
Key Words: Effective Reading Skills, Skimming, Scanning, Teaching Turkish as a Foreign Language (TFL).
Effective reading plays an important role in learning a foreign language (FL) as it is an essential skill for...
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