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Abstract
A 960-hour “Turkish Preparatory” programme is being conducted by the Administration for Turks Abroad and Related Communities (YTB) under the Turkish Ministry of Culture and Tourism for the international students who receive scholarship education at the universities in our country, in the frame of “Turkish Scholarships”. Within the context of the programme in question, a curriculum regarding A1, A2, B1 and B2 levels (180 hours for each) and a 240-hour education in C1 level are practised. This study has identified the text types (with respect to the free composition method) and the related topics as used by 27 Turkish-scholarship students with a Turkish Certificate in C1 level offered in Turkish and Foreign Languages Application and Research Centre (TÖMER) at Yıldız Technical University (YTU) as well as the grammar, spelling and punctuation mistakes they make. The detected errors have been classified in the sense of “Error Analysis Approach”. The data collected by the end of the study is believed to be significant in terms of revealing the writing competency of the students granted with a certificate by completing the “Turkish Preparatory” programme. As the outcome of the use of writing skill can be tangibly observed, the writing ability offers a wider field of study compared to other language skills. During the related research, the students were given 40 minutes, equal to one course hour, and asked to make use of the writing skill through the method of free composition upon the subjects they have determined themselves. The final products brought forth at the end of the study were analysed by two domain experts and the relevant data has been reached.
Keywords
- 3. It has been detected that the most common mistake made in the texts is the incorrect use of vowels and that the sounds “ı-i, u-ü and o-ü” available in Turkish language are mostly confused with each other. Arslan and Klıcıc (2015) observed in the study they conducted that individuals come across different sounds and symbols when they start learning this foreign language, have difficulty in pronouncing the Turkish letters “ğ,ı,ö,ü” and cannot easily learn to spell them either. In accordance with the data obtained in his research, Şengül (2014) reached the conclusion that the majority of students find it difficult to spell the sounds/letters “a, e, ı, i, o, ö, u, ü, c, ç, ğ, l, ş, y” contained in the Turkish alphabet. Similarly, Tiryaki (2013) states that the first stage of the writing process is teaching the alphabet. Maden, Dincel ve Maden (2015) argue in their studies that students who learn Turkish as a foreign language feel anxious most often while writing. Balcı (2016) points out in his study that when viewed from the phonetical angle, student errors stem from the fact that they cannot comprehend the suffixes in Turkish change in accordance with the characteristic of the preceding phone or sound besides their inability to know the functions and differences between the vowel and consonant letters in Turkish. Boylu, Güney & Özyalçın (2017) identify in the research they carried out that 15,52% of the students made mistakes regarding the issue of phonetics.
- 4. With regard to the morphological errors, errors in relation to case suffixes have been identified as the most commonly made mistakes. With reference to his study, Balcı (2016) states that the related errors were successively made in case suffixes, noun phrase suffixes, subject and persona coherence, plural suffixes, possessive suffixes, personal endings, modal suffixes, gerundive errors and voice errors. Bozkurt, Bülbül ve Demir (2014) point out in their study that individuals who learn Turkish as a foreign language mostly have difficulty in comprehending the grammar. It has been detected that the lexical errors most commonly involve word patterns formed with noun+auxiliary verb. Again, Arslan ve Klıcıc (2015) highlight in their research that students make syntax-related errors such as tense and suffix incoherence, grammar mistakes and subjectobject-verb incoherence. Boylu, Güney & Özyalçın (2017) emphasize in their study that 28,34% of the students make mistakes in grammatical sense. As they made evaluations in all language levels in their research, Çerçi, Derman & Bardakçı (2016) identify that the students made errors in grammatical issues by 45,43% in C1 level.
- 5. The most frequently made errors in spelling and punctuation are the ones related to the misspelling/misuse of capital letters in various ways. İnan (2014) states in his study that the most distinct spelling error in the examined composition papers is the breaking of the rule that necessitates the capitalization of proper nouns in Turkish and the most notable punctuation error is the violation of the rule which calls for the use of apostrophe in the case of joining suffixes to proper nouns. Boylu, Güney & Özyalçın (2017) identify in their study that 10,86% of the students make mistakes in relation to punctuation. As they made assessments in all language levels in their research, Çerçi, Derman & Bardakçı (2016) detect that the students made errors in grammatical points by 27, 03% in C1 level.
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