This study aims to determine possible impact of note taking during reading and listening on Turkish Language prospective teachers' comprehension success. Moreover in the study comprehension scores of the groups were investigated in terms of academic score and gender variables. Study was designed in causal-comparative research. The study was conducted with 72 s graders studying at the Department of Turkish Language Teaching at Education Faculty of Hatay Mustafa Kemal University. The Comprehension Achievement Test was employed in the study to determine reading and listening comprehension achievement scores of the students. In the study, an informative text containing 640 words and named as "Childhoods of the Famous Scientists" was used. At the end of the study it was found that Listening-Note Taking groups' comprehension scores were statistically more successful than Reading, Reading-Note Taking and Listening groups. There was a positive-way relation determined between the students' comprehension scores and their academic grade point averages. And in terms of gender there was no statistically significant difference between female and male students.

Note taking is individual's recording of the attraction grabbing, unknown or newly learned knowledge in brief notes so as to remember afterwards. Note taking nowadays is no longer a routine action for students but viewed as a skill. In fact, students do not take note of all the word being taught in classes but record the knowledge in short notes, sometimes even shortening the words in a way understandable to them. The purpose of this study is to determine Turkish Language Teaching Department students' perception of note taking concept. The sample of the research is composed of 163 teacher candidates' of Hatay Mustafa Kemal University in 1st, 2nd, 3rd or 4th grade of Turkish Language Teaching Department from 2017-2018 education year. The method of the research was chosen as descriptive phenomenologic pattern as one of qualitative research patterns. In the research, 301 opinions of 32 themes were gathered related to writing down important information, writing down the knowledge that should not be forgotten, writing down as one can make sense of, writing shortly, writing down so one can review later and writing down the useful parts. As a result of the research it was found that teacher candidates mostly confuse note taking and summarizing concepts, candidates mostly take notes in occasions of seminars, symposiums, and conferences, most themes of the note taking were developed by 1st grade students, most opinions were stated by 3rd grade students, female teacher candidates were more interested and sensitive in note taking compared to male candidates.