Evaluation of Written Expression Skills of Students from Turkish World through Error Analysis
Keywords:
Teaching Turkish as a Foreign Language, language training, written expression skill, error analysis.Abstract
The aim of the research is to evaluate the written expression skills of the students from the Turkish world and communities that are studying at Hoca Ahmet Yesevi International Turkish-Kazakh University by using the error analysis method and to develop a solution proposal for the wrong sources revealed. For this purpose, the composition was printed to evaluate the written expression skills of the students, and negotiations were held so that the wrong sources could be revealed. The results of the research showed that the mistakes most frequently made by Turkish students in written expression studies are spelling and punctuation mistakes and misuse of words. The main causes of these mistakes were determined to be excessive generalizations, not knowing the rule constraints and the main negative transfers.
Another category created from student spelling mistakes is mistakes made in word selection. The situation repeated by almost all students in this category is the negative transmission caused by the mother tongue and the incorrect use of words caused by not knowing the rule restrictions. After that, the most repeated mistakes and their causes, respectively, are the unnecessary use of words in sentences due to developing incorrect concepts, excessive generalization and word omissions due to ignorance of rule restrictions, word errors brought from the mother tongue due to negative transmission from the mother tongue, and errors in the use of words that have passed from foreign languages to Turkish.
References
Evans J. Introduction: learning and teaching the complexities of writing. In Writing in the Elementary Classroom: A Reconsideration / Ed. Janet Evans. – Portsmout, NH: Heinemann, 2001. – P. 1–227.
Harris K.R., Graham S., Mason L.H. Self-regulated strategy development in the classroom: part of a balanced approach to writing instruction for students with disabilities. // Focus on Exceptional Children. – 2003. – №35(7). – P. 1–16.
Bryson F.K. An examination of two methods of delivering writing instruction to fourth grade students. Unpublished master thesis. – Texas: Texas Woman’s University, 2003. – P. 1–75. (UMI No: 1417565)
Pritchard R.J., Honeycutt R.L. Best practices in implementing a process approach to teaching writing. In Best practices in writing instruction / Eds. S. Graham, C. A. MacArtur, J. Fıtzgerald. – New York: Guilford Press, 2007. – P. 28–49.
Şahin A. Bitişik eğik yazı öğretiminde karşılaşılan problemler // Eğitim ve Bilim Dergisi. – 2012. – №37(165). – S. 167–178.
Marzano R.J. How classroom teachers approach the teaching of thinking // Theory In to Practice. – 1993. – №32(3). – P. 154–160.
Şahin A. Yaratıcı yazma. Kit.: İlk ve ortaokullarda Türkçe öğretimi / Ed. F. Susar Kırmızı. – Ankara: Anı Yayıncılık, 2016. – S. 273–308.
Göçer A. Öğrencilerin yazılı anlatım çalışmalarının Türkçe öğretmenlerince değerlendirilmesi üzerine // Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi. – 2010. – №30(2). – S. 71–97.
Bölükbaş F. Arap Öğrencilerin Türkçe Yazılı Anlatım Becerilerinin Değerlendirilmesi // Turkish Studies. – 2011. – Vol. 6/3 Summer. – P. 1357–1367.
Corder S. P. The Significance of Learners’ Errors. International Review of Applied // Linguistics in Language Teacing. – 1967 – Vol.5. – P. 161–170.
Corder S. Pit “Error Analysis”. In Techniques in Applied Linguistics / Eds. J.P.B. Allen and S. Pit Corder. – London: Oxford University Press, 1974. – P. 122–154.
Dede M. Yabancı dil öğretiminde karşılaştırmalı dilbilim ve yanlış çözümlemesinin yeri // Türk Dili Dergisi. – 1985. Dil Öğretimi Özel Sayısı, C:XLVII. – S. 379–380.
Selınker L. Interlanguage. In Error Analysis: Perspectives on Second Language Acquisition / Ed. J. Richards. – Essex: Longman, 1974. – P. 31–54.
Demircan Ömer. Yabancı Dil Öğretim Yöntemleri: Dil Bilimleri Öğrenme ve Öğretme Yolları, Yabancı Dil Öğretimi Yaklaşım ve Yöntemleri. – İstanbul: Ekin Eğitim Yayıncılık, 1990. – 436 s.
Richards Jack C., Sampson Gloria P. The Study of Learner English. In Error Analysis: Perspectives on Second Language Acquisition / Ed. J.C. Richards. – London: Longman, 1974. – P. 3–18.
Yıldırım A., Şimşek H. Sosyal Bilimlerde Nitel Araştırma Yöntemleri. – Ankara: Seçkin Yayınları, 2005. – 446 s.
Patton M.Q. Utilization-focused evaluation. In International handbook of educational evaluation. – Dordrecht: Springer, 2003. – P. 223–242.
REFERENCES
Evans J. Introduction: learning and teaching the complexities of writing. In Writing in the Elementary Classroom: A Reconsideration / Ed. Janet Evans. – Portsmout, NH: Heinemann, 2001. – P. 1–227.
Harris K.R., Graham S., Mason L.H. Self-regulated strategy development in the classroom: part of a balanced approach to writing instruction for students with disabilities. // Focus on Exceptional Children. – 2003. – №35(7). – P. 1–16.
Bryson F.K. An examination of two methods of delivering writing instruction to fourth grade students. Unpublished master thesis. – Texas: Texas Woman’s University, 2003. – P. 1–75. (UMI No: 1417565)
Pritchard R.J., Honeycutt R.L. Best practices in implementing a process approach to teaching writing. In Best practices in writing instruction / Eds. S. Graham, C. A. MacArtur, J. Fıtzgerald. – New York: Guilford Press, 2007. – P. 28–49.
Shahin A. Bitishik egik yazy ogretiminde karshylashylan problemler [Problems encountered in the teaching of adjacent oblique writing] // Egitim ve Bilim Dergisi. – 2012. – №37(165). – S. 167–178. [in Turkish]
Marzano R.J. How classroom teachers approach the teaching of thinking // Theory In to Practice. – 1993. – №32(3). – P. 154–160.
Shahin A. Yaratyjy yazma. Kit.: Ilk ve ortaokullarda Turkche ogretimi [Creative writing. In Teaching Turkish in primary and secondary schools] / Ed. F. Susar Kyrmyzy. – Ankara: Any Yaiynjylyk, 2016. – S. 273–308. [in Turkish]
Gocher A. Ogrenjilerin yazyly anlatym chalyshmalarynyn Turkche ogretmenlerinje degerlendirilmesi uzerine [On the evaluation of students’ written expression studies by Turkish teachers] // Ondokuz Maiys Universitesi Egitim Fakultesi Dergisi. – 2010. – №30(2). – S. 71–97. [in Turkish]
Bolukbash F. Arap Ogrenjilerin Turkche Yazyly Anlatym Bejerilerinin Degerlendirilmesi [Evaluation of the Turkish Written Expression Skills of Arab Students] // Turkish Studies. – 2011. – Vol. 6/3 Summer. – P. 1357–1367. [in Turkish]
Corder S. P. The Significance of Learners’ Errors. International Review of Applied // Linguistics in Language Teacing. – 1967 – Vol.5. – P. 161–170.
Corder S. Pit “Error Analysis”. In Techniques in Applied Linguistics / Eds. J.P.B. Allen and S. Pit Corder. – London: Oxford University Press, 1974. – P. 122–154.
Dede M. Yabanjy dil ogretiminde karshylashtyrmaly dilbilim ve yanlysh chozumlemesinin yeri [The place of comparative linguistics and its incorrect analysis in foreign language teaching] // Turk Dili Dergisi. – 1985. Dil Ogretimi Ozel Saiysy, C:XLVII. – S. 379–380. [in Turkish]
Selınker L. Interlanguage. In Error Analysis: Perspectives on Second Language Acquisition / Ed. J. Richards. – Essex: Longman, 1974. – P. 31–54.
Demircan Omer. Yabancı Dil Öğretim Yöntemleri: Dil Bilimleri Öğrenme ve Öğretme Yolları, Yabancı Dil Öğretimi Yaklaşım ve Yöntemleri [Methods of Teaching Foreign Languages: Ways of Learning and Teaching Linguistic Sciences, Approaches and Methods of Teaching Foreign Languages]. – Istanbul: Ekin Egitim Yaiyncylyk, 1990. – 436 s. [in Turkish]
Richards Jack C., Sampson Gloria P. The Study of Learner English. In Error Analysis: Perspectives on Second Language Acquisition / Ed. J.C. Richards. – London: Longman, 1974. – P. 3–18.
Iydyrym A., Shimshek H. Sosyal Bilimlerde Nitel Arashtyrma Yontemleri [Qualitative Research Methods in Social Sciences]. – Ankara: Sechkin Yaiynlary, 2005. – 446 s. [in Turkish]
Patton M.Q. Utilization-focused evaluation. In International handbook of educational evaluation. – Dordrecht: Springer, 2003. – P. 223–242.
