摘要：Writing skill requires production and occurs within a mental process. Students are expected to write down their feelings and thoughts based on certain rules throughout this process which is difficult. Students learning Turkish as a second language in Turkey usually experience difficulties in writing skills. This study was conducted to determine the mistakes of the students attending Academic Turkish course at Turkish Language Teaching Application and Research Center (Sakarya TÖMER), Sakarya University. The aim of the study is to find out the primary reason(s) of the problem(s) by determining and classifying the mistakes of the students who are attending Academic Turkish (C1) courses. In accordance with this aim the texts written by the students inthe study group were analyzed via content analysis method and the mistakes were classified under some topics. It was observed that while semantic mistakes displayed the highest rate (49.5%) with 113 mistakes, phonological mistakes displayed the lowest rate (2.6%) with only 6 mistakes. Determining the rates of the mistakes can propose new suggestions on the necessary changes in the regulation of the content and curriculum of TÖMERs in Turkey.
其他摘要：Anlatma becerilerilerinden birisi olan yazma becerisi bireyin üretmesini gerekli kılar ve zihinsel bir süreç içerisinde ortaya çıkar. Bu süreçte bireyin duygu ve düşüncelerini belirli kurallara uygun bir şekilde yazıya dökmesi beklenir. Dolayısıyla bu öğr
关键词：Academic Turkish; Teaching Writing; Writing Skill; Teaching Turkish as a Second/Foreign Language
其他关键词：Akademik Türkçe; Yazma Öğretimi; Yazma Becerisi; Türkçenin İkinci/Yabancı Dil Olarak Öğretilmesi
