Abstract:

The purpose of this research is to conduct an examination of the readability of the helpful materials prepared for those who learn Turkish as a second/stranger language. In this regard, the "Turkish Stories for Foreign Students" set prepared for levels A1, A2, B1 and B2 in the framework of the Support of the Integration of Syrian Children into the Turkish Education System (PIKTES) funded by the European Union has been examined in terms of readability. In the research conducted by the method of documentary analysis of the quality research approach, each of the stories was evaluated separately according to the readability formulas of Ateşman (1997), Çetinkaya-Uzun (2010) and Bezirci-Yılmaz (2010); the levels were tried to be determined. The results of the study found that 11 of the 20 stories, according to the Ateşman (1997) formula, were "easy" and 9 were "very easy" levels. Similarly, according to the Chetinkaya-Long (2010) formula, 11 of 20 stories were found to be "educational reading" (class 8 and 9); and 9 were "independent reading" (class 5, 6 and 7). According to Bezirci-Yılmaz (2010) formula, all of the 20 stories are at the "first-learning" level. In terms of the general average according to language levels, A1-A2 stories have "very easy", "independent reading" and "primary education" levels for three separate formulas; B1-B2 stories have "easy", "educational reading" and "primary education" levels. In the stories, it has been found that graduality is neglected according to language levels. According to the results of the research, there are recommendations on increasing the awareness of readability of the practitioners who take an active role in the teaching processes of the second/foreign language and the development of readability formulas specific to the field of the teaching of the second/foreign language, structured according to the language levels.

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