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- Title
Eğitim Fakültesi Öğrencilerinin Akademik Yazılarının Dilsel Özellikleri.
- Authors
KONUK, Sümeyye; KARAKAHRAMAN, Yusuf
- Abstract
The main aim of this study was to obtain a picture of quantifiable linguistic properties in the academic writings of educational faculty students. In the study, a corpus consisting of 162 texts, 2,111 sentences and 26,766 words of 162 students who studied in Turkish, Social Sciences, English, and German Teaching Departments was analyzed. The method used was cross-sectional screening. A multi-dimensional framework was used in order to determine linguistic properties in the texts. Dimensions of the research consisted of metadiscourse, sentence types, connectors (transitions), ways of expanding ideas, spelling, punctuation and paragraph structure of the text. In order to evaluate the quality of the text in general, text difficulty was calculated. According to the results of the study, the texts were mostly “moderately difficult” by 51.23% and “difficult” by 37.65%. The texts written by Foreign Languages Department students were found to be more at the level of “difficult” and “very difficult” compared to the texts of Turkish and Social Sciences students. The rate of metadiscourse markers in words was determined as 4.55%. The highest percentage in this rate was self-mentions with a rate of 3.18%. In the texts, interactional metadiscourse markers with a rate of 3.95% and interactive metadiscourse markers with a rate of 0.61% were used. The rate of conjunctions among the words was 7.44%. The most used conjunction type used in the texts was coordinate conjunctions, which was followed by explanatory, cause, result, addition, and contrasting sentence connectors. The sentence type used mostly in the texts was simple sentence by 34,96% and compound sentence by 27.52%. In the texts, 8 different ways of expanding ideas were used, and the ones used mostly were exemplifying by 51.06%, comparison by 18.09% and describing by 13.56%. While the rate of punctuation errors in the texts was 0.63%, the rate of spelling mistakes was 0.81%. Punctuations mistakes were found to be in the use of full stop, comma, and apostrophe, respectively. The highest rate in spelling mistakes was found in the use of capital letters and misspelled words. Almost half of the teacher candidates did not pay attention to writing a title and paragraph structure of the text. As a result, this study gave an idea in determining the quality of academic writings of educational faculty students. Results regarding each linguistics properties were discussed in line with the literature.
- Publication
Journal of Mother Tongue Education / Ana Dili Egitim Dergisi, 2023, Vol 11, Issue 3, p730
- ISSN
2147-6020
- Publication type
Article
- DOI
10.16916/aded.1255631