Abstract:

The ability to understand what you read is one of the most focused aspects in teaching Turkish as both the mother tongue and foreign language. The reading action, which is both a language skill and a mental skill, must eventually end up with understanding. In this regard, it is necessary to employ understanding strategies that students read in order to improve their understanding skills. In fact, high-level thinking and understanding skills can be developed through strategies employed before reading, reading order and after reading. This study has studied the impact on the ability to understand that Turkish as a foreign language in teaching understands the strategies of reading. The experimental pattern with the pre-test-final test control group has been used as a method in the study that has a nicel design. The work group, which is determined by the easy-to-accessful situation sample, consists of a total of 49 students learning Turkish at the B2 level at ALKÜ TÖMER. In the study, the data collection tool was developed by Altunkaya (2016) for students of level B, using the "Test of Success to Understand English as a Foreign Language". During the 6 weeks of application, the reading classes in the experiment group used pre-read, reading order and post-reading understanding strategies. In the control group, the reading work was not out of the activities in the classbook. The data was analyzed using the Mann Whitney U and Wilcoxon Order Differences tests in the SPSS 22.00 statistical package program. The research has found that the skill of understanding that the experiment and control group students are reading between the test scores is a significant difference in the benefit of the experiment group. According to this conclusion, it has been determined that their understanding strategies have a positive impact on their ability to understand that they read in Turkish lessons as a foreign language.

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