Fluent reading skill in teaching Turkish as foreign language: A case study

The research was carried out on the basis sequential descriptive pattern which is one the methods of mixed research methods. The conclusions drawn as a result of the analysis; 1) Recitation mistakes of the learners who learn Turkish as a foreign language; A1 level is 651, A2 is 499, B1 682, B2 503 and C1 is 366. 2)The reasons for the pronunciation mistakes of the participants were explained by comparisons with their mother tongue on the basis of International Phonetic Alphabet. It has been drawn that the articulation point of the phonemes and phonemic differences between the mother tongue of the participants and Turkish are important factor for recitation mistakes to appear 3) As a result of the analysis, the common pronunciation mistakes were determined by examining the common pronounced mistakes of the study group. Accordingly, the participants of the study group pronounce the consonants of c, ç, g, ğ, h, j, k, l, r, ş, t, v, z and all the vowels incorrectly. 4)The relationship between recitation mistakes and reading comprehension of the participant group. As a result of the analysis, it was found out that there is a negative meaningless relationship at a low level between recitation mistakes and reading comprehension for A1 level. For A2 level there is a negative meaningful relationship at a low level. For B1 level there is a negative meaningful at a low level. For B2 level negative meaningless relationship at a low level. For C1 level there is a negative meaningful relationship at a low level. 5) Examining the relationship between recitation speeds and reading comprehension skills of the participant group it was found out that there is positive meaningful relationship at a low level. For A2 level there is positive meaningful relationship at a low level. For B1 level positive meaningful relationship at a medium level. For B2 there is positive meaningless relationship at a medium level. For C2 there is a positive meaningful relationship at a low level. 6) The recitation recordings of the students were evaluated according to recitation prosody scale. As a result of the analysis it was found out that the participants began reading in accordance with prosodic properties B2 level onwards. 7) Examining prosodic reading and reading comprehension skills of study group, it was found out that there is a meaningless positive relationship at a low level between prosodic reading skills and reading comprehension skills for Al level. For A2 level there is a meaningless positive relationship at a low level. For B1 level there is a negative meaningless relationship at a low level. For B2 level there is negative meaningless relationship at a weak level. For C1 level there is a positive meaningless at a low level. 8) As a result of regression analysis it was found out that speed of recitation and recitation prosody are not important predictors in terms of reading comprehension skills of A1 level. For A2 level it was found out that recitation mistakes and recitation speed are not important predictors on reading comprehension. For B1 level it was determined that recitation mistakes and recitation speed are important variables on reading comprehension. For C1 level it was concluded that recitation mistakes and recitation speed are important predictors on reading comprehension. Keywords: Teching Turkish to Foreigners, reading education, fluent reading, reading aloud.