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- Title
TÜRKÇEYİ YABANCI DİL OLARAK ÖĞRENEN B2 ÖĞRENCİLERİNİN YAZMA HATALARININ DİL BİLGİSEL BAĞLAMDA ANALİZİ.
- Authors
SAYDAM, Mehmet; TOPAL, Yakup; ŞİMŞEK, İrem Damla; ŞİMŞEK, Murat
- Abstract
In the 21st century, advancements in linguistics have also impacted the teaching of foreign languages. Error analysis, which emerged as an alternative to comparative analysis (contrastive analysis) predominantly favored until the late 1970s, has now become widely used in language instruction. Who frequently references error analysis studies in language teaching, states that errors, particularly in the use of foreign languages, serve as a tangible source of information for both instructors and learners in the context of feedback. For this reason, instructors should see errors made by language learners as opportunities that can enrich the learning process and facilitate their self-evaluation rather than seeing those errors only as negative experiences. Studies in the field of functional linguistics have shown that errors in language acquisition can positively contribute to the overall learning process. From this perspective, it can be argued that learners' language usage errors play a crucial role in accurately understanding language functions. Suggests that these errors serve as guiding indicators for learners in utilizing language functions. Based on these concepts, the primary aim of this study is to identify usage errors in grammar among Turkish language learners at the B2 level, attending a Turkish Language Teaching Center in Istanbul over a 6-week course period within the context of the writing domain and provide solutions aimed at minimizing such errors. Throughout the research process, writing topics from the New Istanbul B2 Turkish for International Students Coursebook, encompassing grammar subjects, were adapted into writing assignments as data collection tools. Descriptive and statistical methods were used to determine grammatical usage errors identified in these assignments.
- Publication
International Journal of Language Academy, 2024, Vol 12, Issue 2, p386
- ISSN
2342-0251
- Publication type
Article
- DOI
10.29228/ijla.76154