The Role of Collocations and Sociolinguistic Factors in Reading Comprehension Skills of L2 Turkish Primary School Students

This study examines the relative role of collocations (and its sub-types) and effect sociolinguistic factors on reading comprehension skills 4th-grade primary school students learning Turkish as a second language (L2). For this purpose, recruits L1 L2 from Başakşehir, Beylikdüzü, Fatih, Esenler districts Istanbul. The researchers collected data using Language Social Background Questionnaire (LSBQ) Reading Comprehension Test. were analyzed statistical analyses such Independent Samples T-Test One-Way Variance Analysis (ANOVA) in SPSS 22.0 package program. concludes that are more successful than test with collocations. In terms sub-types collocations, “restricted collocations” compared to other types. While students' success across collocation types affected by sex, used while watching TV/video, having technological devices tablet computer; scores not number siblings, socioeconomic level, spoken father within home, regularly. will significantly contribute researchers, teachers, policy-makers who working immigrant students.