期刊名称：INTERNATIONAL JOURNAL OF LANGUAGES' EDUCATION AND TEACHING
印刷版ISSN：2198-4999
电子版ISSN：2198-4999
出版年度：2015
卷号：3
期号：1
页码：164-178
语种：
出版社：AV Aktuell Verlag GmbH
摘要：The purpose of this study is to describe the errors made in written expression by the students learning Turkish as a foreign language at B2 level. The importance of the study come into focus in terms of providing a holistic description with three different standpoint by analysing students’ errors according to their linguistic, cognitive processing and communicative characteristics. This research was conducted by using content analysis method among qualitative research methods. Research group of the study is composed of 50 students who studied at B2 level at the Turkish Learning Center of Gaziantep University during 2014-2015 academic year. All of the participants’ mother tongue is Arabic and their age range is 18-26. Data were obtained by 250-300 word text that created by students. Errors in students’ texts were analyzed by 3 people, two of which are experts, according to their linguistic, cognitive processing and communicative properties. As a result of the analysis, a total of 337 errors were determined in students’ written texts. According to the linguistic properties, it was found that in total errors %15,73 were orthographic, %15,43 were lexical-semantic, %16,91 were syntactic and %51,93 were morphological errors. According to the cognitive processing properties, it was seen that of the total errors, 13,35 were omission, %14,84 were addition, %54,90 were substitution and %16,91 were permutation errors. And finally, according to the communicative properties of the total errors, %81,31 were local and %14,84 were global errors. In foreign language teaching process, teachers’ identification in terms of linguistic, cognitive processing and communication features in accordance with the principles of error analysisis can provide detailed data on the error source. The teachers’ identification of error features is important to give qualitative feedback to students’ errors. Because teacher can decide whether he should correct the students’ error or not and also if he should correct the error he can decide how he will correct only while he get to the bottom of error by defining the features of error.
