The Relationship Between Reading Fluency, Writing Fluency, and Vocabulary of Turkish as a Foreign Language Learners

Year 2024, Volume: 24 Issue: 1, 30 - 52, 30.06.2024

Şükrü Baştürk , Huzeyfe Bilge , Pınar Kanık Uysal

Abstract

In the acquisition of a foreign language, discerning the interplay among language skills is imperative to enhance and streamline the learning process. Our understanding of the interrelationships between language skills in the context of acquiring Turkish as a foreign language remains constrained. This study delves into the relationships among language skills in the context of foreign language acquisition by exploring the relationships between reading fluency (speed and accuracy), writing fluency (total word count, speed, and accuracy), and vocabulary (total word count, number of different words, types/token ratio) among 126 Turkish language learners. The investigation considered proficiency level (A1-C1) for comparisons, in addition to exploring the relationships between the aforementioned language skills. Reading fluency data was collected through the selection of texts from textbooks, while writing fluency data was obtained by instructing participants to engage in rapid writing for a duration of 2 minutes. Vocabulary data were derived from participants' responses in end-of-year exam papers. Data collected in 2021 across five language proficiency levels underwent statistical analyses, including one-way ANOVA and Pearson and Spearman correlations. The study found significant statistics for language proficiency levels, especially for the B2 level. Significantly, correlations emerged among reading, writing, and vocabulary. Importantly, these correlations exhibited variability with increasing language proficiency, underscoring the evolving nature of the relationship between language skills in foreign language learning.

Keywords

Reading Fluency, Writing Fluency, Vocabulary, Foreign Language, Turkish as a Foreign Language

Yabancı Dil Olarak Türkçe Öğrenenlerin Akıcı Okuma, Akıcı Yazma ve Kelime Hazineleri Arasındaki İlişki

Abstract

Bu çalışma, yabancı dil edinimi bağlamında dil becerileri arasındaki ilişkileri, Türkçe öğrenenler arasında okuma akıcılığı (hız ve doğruluk), yazma akıcılığı (toplam kelime sayısı, hız ve doğruluk) ve kelime hazinesi (toplam kelime sayısı, farklı kelime sayısı, farklı kelime oranı) arasındaki ilişkileri araştırarak incelemektedir. Araştırmada, karşılaştırmalar için cinsiyet ve yeterlilik düzeyi (A1-C1) gibi değişkenler göz önünde bulundurulmuş, ayrıca söz konusu dil becerileri arasındaki ilişkiler araştırılmıştır. 2021 yılında beş dil yeterlilik seviyesinden 126 katılımcıdan toplanan veriler, bağımsız gruplar t-testi, tek yönlü ANOVA ve Pearson ve Spearman korelasyonları dahil olmak üzere istatistiksel analizlere tabi tutulmuştur. Çalışmada cinsiyete dayalı anlamlı bir farklılık bulunmazken, dil yeterlilik seviyeleri, özellikle de B2 seviyesi için önemli istatistikler bulunmuştur. Okuma, yazma ve kelime bilgisi arasında anlamlı korelasyonlar ortaya çıkmıştır. Daha da önemlisi, bu korelasyonlar artan dil yeterliliği ile değişkenlik göstermiş ve yabancı dil öğreniminde dil becerileri arasındaki ilişkinin gelişen doğasının altını çizmiştir.

Keywords

Akıcı okuma, akıcı yazma, kelime hazinesi, yabancı dil olarak Türkçe öğrenimi, yabancı dil öğrenimi

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