Today, the methods and techniques used in teaching Turkish as a foreign language are one of the most important factors that determine the effectiveness of teaching. For this reason, it is tried to improve the inadequate aspects of traditional teaching methods and techniques by developing new applications to ensure more effective learning. In this study, it was aimed to examine the effects of pragmatic based activities, which were created in addition to the exercises and activities in the textbook used in the teaching process of Turkish as a foreign language, on reading skills. Mixed method was applied in accordance with the structure of the research. In order to explain the quantitative and qualitative results, the explanatory sequential design included in the mixed method was used. 30 students, all of whom are at B2 level, took part in two groups of 15, each in the experimental and control groups. In the 10-week period between pre-test and post-test application. In order to improve the reading skills of the experimental group, reading activities prepared in accordance with the pragmatic purposes were applied. The pre-test-post-test was also applied to the control group, and the lessons continued in the interval according to the curriculum of the book used. Finally, qualitative data were collected and analysed through focus group discussion. There is no statistically significant difference between the experimental and control groups in terms of pre-test mean scores, but when the post-test mean scores are examined, the success of the students in the experimental group in which the pragmatic activities are applied is significantly higher. These findings were also confirmed by the data obtained in the focus group interview. At the end of the research, it was concluded that the pragmatic based activities were significantly effective on the reading skills of those who learn Turkish as a foreign language.