Abstract:

The game-based language skills program is a ten-month training program conducted in September and March 2017, in four different groups, with a total of forty student characteristics and language skills in the age of basic education (6-11 years). Under the program, children were given 10 hours of training a week. Three hours of Turkish, one hour of education and one hour of play are scheduled in a one-day course program. A total of four Turkish teachers, a PDR specialist, a clinical psychologist, a sports teacher, and a visual arts teacher, two of whom can speak Arabic, took part in the program. An original program has been organized in which all the materials in A1, A2, B1, B2 level published in the field of Turkish Language Teaching in Foreign Languages are examined. Program; children's games, street games, games that support social skills and language development, and games supporting values education. In the study, one group pre-test-post test pattern was used from experimental design. The literacy test, which is administered pre and post test in September and July, consists of fifteen questions. A total of 53 student achievement tests were administered as a pre-test. As a final test, a total of 48 student achievement tests were conducted. Only pre-test and post-test pairings were made for forty students. Forty forty students were included in the study. The evaluation of the analyzes is the result of the preterm posttest of these forty students. SPSS 21.0 program was used in the analysis of the data. The general purpose of the study is as follows: Is there a meaningful difference between the pre-test post-test scores of the students in favor of the post-test? As a result of the analyzes, it was found out that the scores of the literacy achievement test of the students differ significantly in favor of the final test. It can be said that the game-based language skill program implemented contributes positively to the language development of the students.

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