Özet:

In this study, pre-service Turkish language teachers’ conditions of summarization of informative, narrative and argumentative texts were investigated. The study was performed with 202 students studying at the fourth grade of Turkish Language Education department at Gazi University and Mustafa Kemal University. Students’ summaries were evaluated in view of writing title, using perspective in a correct way, using mode of expression properly, deciding on important information, erasing unimportant information, not including a non-textual information, coherent writing and abridgment. In the study, student summaries were also studied in view of variables such as type of text, gender, university and type of instruction. With this goal, criterion summary was created for each of the informative, narrative and argumentative texts, and analyses were carried out via “Summarizing Strategies Scoring Scale” developed by the researcher. As a result of the analyses, it was found out that the students generally performed success over mediocre scores. It was concluded that while they used strategies such as writing title, not including non-textual information, coherent writing and abridgment successfully, they were not successful enough to use strategies such as using perspective in a correct way, using mode of expression properly, deciding on important information and erasing unimportant information. It was revealed that the students were more successful in summarizing argumentative texts when compared to informative and narrative texts. It was also found that females, in terms of gender variable, and Gazi University students, in terms of university variable, were more successful. Furthermore, with respect to the type of instruction, there was no significant difference among the daytime and evening education students

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