AN ERROR ANALYSİS ON TFL LEARNERS' VERBAL LECTURE

Nurcan Köseoğlu; Arif Çerçi

Makale detayları

AN ERROR ANALYSİS ON TFL LEARNERS' VERBAL LECTURE

Yazarlar:

Nurcan Köseoğlu | Arif Çerçi

Yayıncı:

Mersin University

Ana Başlıklar:

Türkçe Eğitimi

Dergi:

Mersin Üniversitesi Eğitim Fakültesi Dergisi Vol.21 Issue 1, pp.333-349

Belge Tipi:

Makale

Yayın Tarihi:

4/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001345420

pISSN:

1306-7850

Anahtar kelimeler:

Özet:

 This study aims to identify the errors made by learners of Turkish as a foreign language in their oral narratives according to the error analysis method. The error analysis method assists in analysing errors stemming from individuals native language or personal variables, contributing to the planning of education to encompass all errors. Errors are collected, distinguished, identified, explained, and evaluated using this method. The research utilized a qualitative research design, gathering data through document analysis. The sample consisted of 158 B-level students learning Turkish as a foreign language. Data collection involved impromptu speaking topics from a pool and recorded with participant consent. Content analysis was employed to describe student errors in accordance with the error analysis method. Results showed that oral narrative errors included incorrect pronunciation of letters, use of parasitic sounds, unnecessary prolongation of sounds, lettersyllable deficiencies, incorrect affix usage, incorrect word choice, and code-mixing. B1 level students most commonly made parasitic sound errors, while B2 level students frequently mispronounced letters. Additionally, deficiencies in letterssyllables and affix errors were found to be related to noun inflectional suffixes, verb tense suffixes, person suffixes, and derivation suffixes. Errors were attributed to native language interference, lack of knowledge, and insufficient vocabulary. Based on the research results, recommendations have been made for Turkish language learners at the B level learning Turkish as a foreign language regarding their language teaching processes and potential new research avenues.

 This study aims to identify the errors made by learners of Turkish as a foreign language in their oral narratives according to the error analysis method. The error analysis method assists in analysing errors stemming from individuals native language or personal variables, contributing to the planning of education to encompass all errors. Errors are collected, distinguished, identified, explained, and evaluated using this method. The research utilized a qualitative research design, gathering data through document analysis. The sample consisted of 158 B-level students learning Turkish as a foreign language. Data collection involved impromptu speaking topics from a pool and recorded with participant consent. Content analysis was employed to describe student errors in accordance with the error analysis method. Results showed that oral narrative errors included incorrect pronunciation of letters, use of parasitic sounds, unnecessary prolongation of sounds, lettersyllable deficiencies, incorrect affix usage, incorrect word choice, and code-mixing. B1 level students most commonly made parasitic sound errors, while B2 level students frequently mispronounced letters. Additionally, deficiencies in letterssyllables and affix errors were found to be related to noun inflectional suffixes, verb tense suffixes, person suffixes, and derivation suffixes. Errors were attributed to native language interference, lack of knowledge, and insufficient vocabulary. Based on the research results, recommendations have been made for Turkish language learners at the B level learning Turkish as a foreign language regarding their language teaching processes and potential new research avenues.

 This study aims to identify the errors made by learners of Turkish as a foreign language in their oral narratives according to the error analysis method. The error analysis method assists in analysing errors stemming from individuals native language or personal variables, contributing to the planning of education to encompass all errors. Errors are collected, distinguished, identified, explained, and evaluated using this method. The research utilized a qualitative research design, gathering data through document analysis. The sample consisted of 158 B-level students learning Turkish as a foreign language. Data collection involved impromptu speaking topics from a pool and recorded with participant consent. Content analysis was employed to describe student errors in accordance with the error analysis method. Results showed that oral narrative errors included incorrect pronunciation of letters, use of parasitic sounds, unnecessary prolongation of sounds, lettersyllable deficiencies, incorrect affix usage, incorrect word choice, and code-mixing. B1 level students most commonly made parasitic sound errors, while B2 level students frequently mispronounced letters. Additionally, deficiencies in letterssyllables and affix errors were found to be related to noun inflectional suffixes, verb tense suffixes, person suffixes, and derivation suffixes. Errors were attributed to native language interference, lack of knowledge, and insufficient vocabulary. Based on the research results, recommendations have been made for Turkish language learners at the B level learning Turkish as a foreign language regarding their language teaching processes and potential new research avenues.

 Bu çalışmada yabancı dil olarak Türkçe öğrenen B seviyesi öğrencilerin sözlü anlatım yanlışlarının yanlış çözümleme yöntemine uygun olarak çözümlenmesi, bu yanlışların yanlış türlerine göre görülme sıklığı ve oranının belirlenmesi amaçlanmaktadır. Yanlış çözümleme yönteminde yanlışlar toplanır, sınıflandırılır, tanımlanır, açıklanır ve değerlendirilir. Araştırmada nitel araştırma deseni kullanılmış ve veriler doküman incelemesi yoluyla elde edilmiştir. Çalışma grubu, Türkçeyi yabancı dil olarak öğrenen B seviyesi 158 öğrenciden oluşturmaktadır. Veri toplanma aracı olarak araştırmacı tarafından geliştirilen hazırlıksız konuşma konu havuzu kullanılmıştır. Konuşmalar, katılımcı onayı ile ses kaydına alınmış ve kayıtlar yazılı doküman hâline getirilerek öğrenci yanlışları, yanlış çözümlemesi yöntemi ile belirlenmiştir. Araştırma sonucunda öğrencilerin sözlü anlatım yanlışları şu şekilde kodlanmıştır: harfin yanlış seslendirilmesi, asalak ses kullanımı, sesin gereksiz uzatılması, harfhece eksikliği, ek yanlışlığı, yanlış sözcük kullanımı, kod karıştırma. B1 seviyesi öğrencilerinin en sık asalak ses kullanımına 42,15, B2 seviyesi öğrencilerinin en sık harfin yanlış seslendirilmesine 39,03 yönelik yanlışlar yaptığı görülmüştür. Ayrıca harfhece eksikliği ve ek yanlışlıklarının hemen hemen tüm ek türlerinde yapıldığı belinmiştir. Araştırma sonuçlarından hareketle öğrencilerin daha fazla konuşma deneyimi edinmesini sağlayacak etkinliklerle kelime hazinelerinin geliştirilmesi, dil bilgisi kurallarının öğretimine yönelik etkinlikler yapılması, eklerinin anlam ve görev farklılıklarının öğretimine önem verilmesi önerilerinde bulunulmuştur.

Makale detayları

AN ERROR ANALYSİS ON TFL LEARNERS' VERBAL LECTURE

Yazarlar:

Nurcan Köseoğlu | Arif Çerçi

Yayıncı:

Mersin University

Ana Başlıklar:

Türkçe Eğitimi

Dergi:

Mersin Üniversitesi Eğitim Fakültesi Dergisi Vol.21 Issue 1, pp.333-349

Belge Tipi:

Makale

Yayın Tarihi:

4/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001345420

pISSN:

1306-7850

Turkish education

speaking

error analysisTürkçenin yabancı dil olarak öğretimi

konuşma

yanlış analizi

Sayı

Makale detayları

AN ERROR ANALYSİS ON TFL LEARNERS' VERBAL LECTURE

Yazarlar: Nurcan Köseoğlu | Arif Çerçi

Yayıncı: Mersin University

Ana Başlıklar: Türkçe Eğitimi

Dergi: Mersin Üniversitesi Eğitim Fakültesi Dergisi Vol.21 Issue 1, pp.333-349

Belge Tipi: Makale

Yayın Tarihi: 4/2025

Belge Dili: Türkçe

Document ID (Org No.): 2001345420

pISSN: 1306-7850

Turkish education

speaking

error analysisTürkçenin yabancı dil olarak öğretimi

konuşma

yanlış analizi

Sayı

Yazarlar:

Nurcan Köseoğlu | Arif Çerçi

Yayıncı:

Mersin University

Ana Başlıklar:

Türkçe Eğitimi

Dergi:

Mersin Üniversitesi Eğitim Fakültesi Dergisi Vol.21 Issue 1, pp.333-349

Belge Tipi:

Makale

Yayın Tarihi:

4/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001345420

pISSN:

1306-7850