Yabancılara Türkçe öğretiminde okuma öğretimi çok önemli bir yere sahiptir. Genel anlamda başarılı bir şekilde A1 ve A2 seviyelerini geçen yani bu seviyelerde istenilen okuma, yazma, dinleme, konuşma becerilerinde yeterlik gösteren öğrenciler bile bazen bir üst seviyede, B1 seviyesinde okuma ile ilgili birtakım sorunlar yaşayabilmektedir. Dil becerileri birbirinden ayrı olarak düşünülmemesi gereken, bir bütünlük içinde verilmesi gereken becerilerdir. Eğer bir öğrenci (kursiyer) bir önceki seviyede temel dil becerilerinden herhangi birinde istenilen seviyede başarı gösterememişse veya eksik kalmışsa elbette diğer beceriler de bundan etkilenmektedir. İlk iki seviyeyi, A1-A2 seviyelerini geride bırakarak B1 seviyesine gelen öğrencilerin okuma becerileri de yukarıda belirtilen hususlarla birlikte incelenmesi gereken bir seviyedir. Bu çalışmada konunun bu ehemmiyetine binaen B1 seviyesinde okuma derslerine girilen KSÜ TÖMER’de Suriyeli öğrencilerden oluşan, 15 kişilik (10 erkek 5 kız), üniversiteye kabul edilmiş, ancak KSÜ TÖMER tarafından yapılan Türkçe Yeterlik Sınavı’nda başarısız olarak KSÜ TÖMER’e kayıt yaptıran bir sınıf, çalışma grubu olarak seçilmiş ve doğal gözlem yöntemiyle tespitler yapılmıştır. Sınıfta devlet üniversitelerinden Gazi Üniversitesinin hazırlamış olduğu “Yabancılar İçin Türkçe B1 Orta Düzey” adlı kitap ders materyali olarak kullanılmıştır. Öğrencilere metinler okutulurken şu sıralama gözetilmiştir: önce verilen metin sessiz bir şekilde okutulmuştur, verilen metin tarafımızdan sesli olarak okunmuştur, daha sonra birer paragraf olmak üzere sesli olarak öğrencilere okutulmuştur. Öğrencilerin verilen metinleri okurken genel anlamda zorluk çektikleri yerler, sesler, kelimeler, ekler işaretlenmiş, örnekler oluşturulmuştur. Gözlemler ve tespitler bir veya birkaç haftayla sınırlı kalarak oluşturulmamış olup B1 seviyesinin sonuna kadar devam ettirilmiştir. Bu süreçte öğrencilerin çoğunlukla aynı kelimelerde aynı yanlışı yapmaları veya aynı durumla karşılaşmaları üzerinde durulması gereken bir konu olarak düşünülmüş ve bu çalışma bir makale olarak değerlendirilmiştir.

Instruction in reading in teaching Turkish to foreigners has a very important place. In general terms, students even who have managed A1 and A2 levels that is students who have proficiency in these desired level of reading, writing, listening, speaking sometimes have may experience problems with reading in an upper level,at level B1. Language skills should not be considered separately from each other, are the skills that should be in integrity. If a student (trainee) not show the desired level of success in any of the basic language skills at the previous level or incomplete course, the other skills are affected that. Reading skills of students who have came to the B1 leaving behind the the first two levels, A1-A2 levels is also should be examined together with the issues mentioned above. In this study, pursuant to the importance of the issues, a class have been selected as the study group, which is consisting of Syrian students who are fifteen people in the at the KSÜ TÖMER ( 10 males, 5 females) has been accepted to the university, but who are registrant a class and failed in the Turkish Proficiency Exam conducted by KSU TÖMER. Identification is made by natural observation method. Named Yabancılar İçin Türkçe B1 Orta Düzey which was prepared by the Gazi University from state university is used as course material. While texts have been reading to students, following order have been observed: the First, students was read text in a quiet way, given text is read aloud by us, then text was read to student to be a paragraph as a voice. The text of the students where they may have difficulty with reading in general, sounds, words, attachments are marked, samples were formed. Observation and detection are not created by being limited to one or a few week over week. It was continued until the end of B1. In this process, students often made the same mistake in the same words and faced with the same situation. This case is considered as a subject which is needed to focus on . This study is considered as an article. Aim of This Study Aim of this study is to determine some situations on related to reading aloud skills of syrian students learning Turkish in level B1 and to contribute to the area via the data to be formed in this way. The Importance of This Study One method of gaining knowledge and experience of people are reading. Reading, whether silent or get a voice in both the native language learning and in the foreign language learning has an important place. Various studies and applications is done related to reading because of its importance. However, related to the Turkish education in a foreign field survey carried out showed that there is not much research done for reading aloud for foreigner students. Regarding of voice reading skills of foreigners who learn Turkish and the method applied in this direction, techniques and actions, to be taken applications is important for the sake of further studies in teaching Turkish as a foreign language. Sufficiency in terms of quality and quantity of work done on the subject, to be introduced on the subject of monographic studies will provide a significant contribution to language teaching at that point. New studies done related to course opened for each group will open new doors and new the roads for us. New study groups will contribute to our movement with better information and documents, related to determine the methods and techniques for the implementation. From this point, ıt is suppose that the study of determine on related to reading aloud skills of Syrian, Turkish learning students in level B1 in Kahramanmaraş Sütçü Imam University, TOMER (Turkish Education and Application Center) will contribute to the field works. Limitations of This Study The findings in this study are limited to reading aloud studies of Syrian, Turkish learning student group in level B1 in Kahramanmaraş Sütçü Imam University, TOMER (Turkish Education and Application