The Errors of Learners of Turkish as A Foreign Language: The Big Picture

H. Rabia Günaydın; B. Ümit Bozkurt

Makale detayları

The Errors of Learners of Turkish as A Foreign Language: The Big Picture

Yazarlar:

H. Rabia Günaydın | B. Ümit Bozkurt

Yayıncı:

Bursa Uludağ University

Ana Başlıklar:

Uygulamalı Dilbilim ve Eğitim Dilbilimi | Türkçe Eğitimi

Dergi:

Uludağ Üniversitesi Eğitim Fakültesi Dergisi Vol.36 Issue 3, pp.1090-1118

Belge Tipi:

Makale

Yayın Tarihi:

12/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001303498

pISSN:

2667-6788

Anahtar kelimeler:

Özet:

 Analyzing errors in language learning provides guidance to researchers and teachers in preparing materials and developing programs. There are many studies where error analysis was performed in teaching Turkish as a foreign language. The present study aims to re-classify and integrate the findings from these studies and determine the general distribution and frequency of errors. The study adopted the systematic review method. Accordingly, the studies focused on the errors in written texts by students were compiled. A database consisting of the findings of 39 studies published between 2000 and 2021 was created following the process of identifying, sorting out and incorporating the findings. The data were evaluated in terms of phonological, morphological, syntactical, lexical-semantic errors and misspellings. A total of 40565 errors in learners language usage was detected and it was seen that the most errors were in the morphology system with a frequency of 1879146. Also, there were 9127 misspellings 22, 5512 lexical-semantic errors 14, 4702 phonological errors 12, and 2433 syntactical errors 6. The general problems related to the research that are analyzed the learners errors are as follows: There is no common conceptual framework in the classification of errors, misclassification of examples, and the inconsistent use of terminology; the asymmetry in the number of participants; Arabic native speakers constitute the majority of the samples, and the lack of transparency in data and procedures in some studies.

 Analyzing errors in language learning provides guidance to researchers and teachers in preparing materials and developing programs. There are many studies where error analysis was performed in teaching Turkish as a foreign language. The present study aims to re-classify and integrate the findings from these studies and determine the general distribution and frequency of errors. The study adopted the systematic review method. Accordingly, the studies focused on the errors in written texts by students were compiled. A database consisting of the findings of 39 studies published between 2000 and 2021 was created following the process of identifying, sorting out and incorporating the findings. The data were evaluated in terms of phonological, morphological, syntactical, lexical-semantic errors and misspellings. A total of 40565 errors in learners language usage was detected and it was seen that the most errors were in the morphology system with a frequency of 1879146. Also, there were 9127 misspellings 22, 5512 lexical-semantic errors 14, 4702 phonological errors 12, and 2433 syntactical errors 6. The general problems related to the research that are analyzed the learners errors are as follows: There is no common conceptual framework in the classification of errors, misclassification of examples, and the inconsistent use of terminology; the asymmetry in the number of participants; Arabic native speakers constitute the majority of the samples, and the lack of transparency in data and procedures in some studies.

 Analyzing errors in language learning provides guidance to researchers and teachers in preparing materials and developing programs. There are many studies where error analysis was performed in teaching Turkish as a foreign language. The present study aims to re-classify and integrate the findings from these studies and determine the general distribution and frequency of errors. The study adopted the systematic review method. Accordingly, the studies focused on the errors in written texts by students were compiled. A database consisting of the findings of 39 studies published between 2000 and 2021 was created following the process of identifying, sorting out and incorporating the findings. The data were evaluated in terms of phonological, morphological, syntactical, lexical-semantic errors and misspellings. A total of 40565 errors in learners language usage was detected and it was seen that the most errors were in the morphology system with a frequency of 1879146. Also, there were 9127 misspellings 22, 5512 lexical-semantic errors 14, 4702 phonological errors 12, and 2433 syntactical errors 6. The general problems related to the research that are analyzed the learners errors are as follows: There is no common conceptual framework in the classification of errors, misclassification of examples, and the inconsistent use of terminology; the asymmetry in the number of participants; Arabic native speakers constitute the majority of the samples, and the lack of transparency in data and procedures in some studies.

 Dil öğretiminde kullanıcı yanlışlarının çözümlenmesi, araştırmacılara, öğreticilere, araç-gereç ve program geliştirme çalışmalarına kılavuzluk eder. Türkçenin yabancı dil olarak öğretiminde yanlış çözümlemesi yapılan önemli sayıda araştırma bulunmaktadır. Bu çalışmada bu araştırmaların bulgularının yeniden sınıflandırılarak bütünleştirilmesi; yanlışların dağılımının ve sıklığının belirlenmesi, böylece büyük resmin ortaya çıkarılması amaçlanmıştır. Çalışma sistematik derleme yöntemiyle yürütülmüş ve konuşucuların yazılı metinlerindeki yanlışları inceleyen araştırmalar derlenmiştir. Tanımlama, ayırma ve çalışmaya katma işlemlerinden sonra 39 araştırmanın bulgularından oluşan kapsamlı bir veri tabanı oluşturulmuştur. Birleştirilmiş bulgulara göre toplam 40565 yanlış dil kullanımı saptanmış ve en çok yanlışın 18791 46 yanlış ile biçimbilim dizgesinde olduğu görülmüştür. Ayrıca 9127  22 yazım, 5512 14 sözcük-anlam, 4702 12 sesbilim, 24336 sözdizimi yanlışının olduğu belirlenmiştir. Yanlış çözümlemesi yapılan araştırmalarla ilgili genel sorunlar ise şöyle sıralanabilir: yanlışların sınıflandırılmasında ortak bir kavramsal çerçeve olmaması, örneklerin yanlış sınıflandırılması ve ortak terimce kullanılmaması; katılımcı sayılarındaki bakışımsızlık, anadili Arapça olan konuşurların örneklemlerde çoğunluğu oluşturması ve bazı araştırmalarda verilerin ve sürecin saydam olmaması.

Makale detayları

The Errors of Learners of Turkish as A Foreign Language: The Big Picture

Yazarlar:

H. Rabia Günaydın | B. Ümit Bozkurt

Yayıncı:

Bursa Uludağ University

Ana Başlıklar:

Uygulamalı Dilbilim ve Eğitim Dilbilimi | Türkçe Eğitimi

Dergi:

Uludağ Üniversitesi Eğitim Fakültesi Dergisi Vol.36 Issue 3, pp.1090-1118

Belge Tipi:

Makale

Yayın Tarihi:

12/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001303498

pISSN:

2667-6788

Systematic Review

Error Analysis

Phonological Errors

Morphological Errors

Syntactic Errors

Lexical-Semantic Errors

Spelling ErrorsSistematik Derleme

Yanlış Çözümlemesi

Sesbilim Yanlışları

Biçimbilim Yanlışları

Sözdizimi Yanlışları

Sözcüksel-Anlamsal Yanlışlar

Yazım Yanlışları

Sayı

Makale detayları

Yazarlar: H. Rabia Günaydın | B. Ümit Bozkurt

Yayıncı: Bursa Uludağ University

Ana Başlıklar: Uygulamalı Dilbilim ve Eğitim Dilbilimi | Türkçe Eğitimi

Dergi: Uludağ Üniversitesi Eğitim Fakültesi Dergisi Vol.36 Issue 3, pp.1090-1118

Belge Tipi: Makale

Yayın Tarihi: 12/2023

Belge Dili: Türkçe

Document ID (Org No.): 2001303498

pISSN: 2667-6788

Sayı

Yazarlar:

H. Rabia Günaydın | B. Ümit Bozkurt

Yayıncı:

Bursa Uludağ University

Ana Başlıklar:

Uygulamalı Dilbilim ve Eğitim Dilbilimi | Türkçe Eğitimi

Dergi:

Uludağ Üniversitesi Eğitim Fakültesi Dergisi Vol.36 Issue 3, pp.1090-1118

Belge Tipi:

Makale

Yayın Tarihi:

12/2023

Belge Dili:

Türkçe

Document ID (Org No.):

2001303498

pISSN:

2667-6788