This book is based on the assumption that the A2-level reading texts in TTFL course books’ have different learning/ teaching levels, and that there will be an observable difference among reading and fixation durations; fixation, regressive saccade and return sweep counts; and the answers given to the reading comprehension questions by Turkish language learners while reading these texts using their cognitive processes. This book records cognitive processes with the help of technologies, using the reading texts in TTFL course books prepared in line with the CEFR, and analyzes and interprets these findings observably through special interfaces. The aim is to contribute scientifically to the curriculum and materials to be prepared for the TTLF based on the results of the analysis.
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| Taksit Sayısı | Taksit tutarı | Genel Toplam |
|---|---|---|
| Tek Çekim | 67,50 | 67,50 |
| 3 | 24,59 | 73,76 |
| 6 | 12,98 | 77,89 |
| 9 | 9,11 | 82,02 |
| 12 | 7,18 | 86,14 |
| Taksit Sayısı | Taksit tutarı | Genel Toplam |
|---|---|---|
| Tek Çekim | 67,50 | 67,50 |
| 3 | 24,59 | 73,76 |
| 6 | 12,98 | 77,89 |
| 9 | 9,11 | 82,02 |
| 12 | 7,18 | 86,14 |
| Taksit Sayısı | Taksit tutarı | Genel Toplam |
|---|---|---|
| Tek Çekim | 67,50 | 67,50 |
| 3 | 24,59 | 73,76 |
| 6 | 12,98 | 77,89 |
| 9 | 9,11 | 82,02 |
| 12 | 7,18 | 86,14 |
| Taksit Sayısı | Taksit tutarı | Genel Toplam |
|---|---|---|
| Tek Çekim | 67,50 | 67,50 |
| 3 | 24,59 | 73,76 |
| 6 | 12,98 | 77,89 |
| 9 | 9,11 | 82,02 |
| 12 | 7,18 | 86,14 |
| Taksit Sayısı | Taksit tutarı | Genel Toplam |
|---|---|---|
| Tek Çekim | 67,50 | 67,50 |
| 3 | 24,59 | 73,76 |
| 6 | 12,98 | 77,89 |
| 9 | 9,11 | 82,02 |
| 12 | 7,18 | 86,14 |
| Taksit Sayısı | Taksit tutarı | Genel Toplam |
|---|---|---|
| Tek Çekim | 67,50 | 67,50 |
| 3 | 24,59 | 73,76 |
| 6 | 12,98 | 77,89 |
| 9 | 9,11 | 82,02 |
| 12 | 7,18 | 86,14 |
| Taksit Sayısı | Taksit tutarı | Genel Toplam |
|---|---|---|
| Tek Çekim | 67,50 | 67,50 |
| 3 | - | - |
| 6 | - | - |
| 9 | - | - |
| 12 | - | - |
This book is based on the assumption that the A2-level reading texts in TTFL course books’ have different learning/ teaching levels, and that there will be an observable difference among reading and fixation durations; fixation, regressive saccade and return sweep counts; and the answers given to the reading comprehension questions by Turkish language learners while reading these texts using their cognitive processes. This book records cognitive processes with the help of technologies, using the reading texts in TTFL course books prepared in line with the CEFR, and analyzes and interprets these findings observably through special interfaces. The aim is to contribute scientifically to the curriculum and materials to be prepared for the TTLF based on the results of the analysis.