Özet:

: It is tried to research the reasons of mistakes which the french preparation class students made, determining the difficulties that they come across in the studies of dictation in the content of writing lessons. To determine the difficulties, a preliminary and a terminal test were practiced on an intermediate grade text dictation to the preparation class students and the datas were obtained from these test results. The mistakes are considered as a unity without doing a discrimination of important or unimportant case (mistake/error). It is examined the mistakes that it is frequently came across, under the main titles, as noun, pronoun, adjective, verb, adverb and idiom, preposition and conjunction, article. Also, it is mentioned to the mistakes which are based on that they were learnt before and the sounds couldn’t be recognized in terms of phonetics. It is observed that these caused a lot of mistakes which the students don’t know sufficiently the fonctions of elements in syntax and their connections among each others. In the firts part, the numbers of the mistakes are given under the main titles such as nouns, pronouns, adjectives, verbs, adverbs and idioms, prepositions and conjunctions and articles. Nouns: While the average number of mistakes per student was 19.2 (38.4 %) in the preliminary test, it reduced to 9.7 (19.4%) in the terminal test. The mistakes of students decreased 49.5 %. Pronouns: While the average number of mistakes per student was 3.9 (21.6 %) in the preliminary test, it reduced to 2 (11.1%) in the terminal test. The mistakes of students decreased 49%. Adjectives: While the average number of mistakes per student was 6.3 (25.2 %) in the preliminary test, it reduced to 3.1 (12.4 %) in the terminal test. The mistakes of students decreased 49%. Verbs: While the average number of mistakes per student was 14.2 (33.8 %) in the preliminary test, it reduced to 8.3 (19.8 %) in the terminal test. The mistakes of students decreased 41.5 %. Adverbs and idioms: While the average number of mistakes per student was 3 (16.7 %) in the preliminary test, it reduced to 1.1 (6.1 %) in the terminal test. The mistakes of students decreased 63.3 %. Prepositions and Conjunctions: While the average number of mistakes per student was 3 (11.1 %) in the preliminary test, it reduced to 1.3 (6.1 %) in the terminal test. The mistakes of students decreased 57 %. Articles: While the average number of mistakes per student was 2 (8.3 %) in the preliminary test, it reduced to 0.9 (1.3 %) in the terminal test. The mistakes of students decreased 55 %. As a result, while the average number of mistakes per students for all the word types was 51.6 (25.3%) in the preliminary test, it reduced to 26.5 (13%) in the terminal test. The mistakes of students decreased 48.6 %. The data indicates that the students have difficulty mostly in conjugation (41.5 %), and made improvements mostly in the usage of adverbs and idioms (63.3%). In the second part, the mistakes are examined under the titles of nouns, pronouns ,adjectives, verbs, adverbs and idioms, prepositions and conjunctions, articles , phonetics, the effect of English language, and syntax with sample examples, and the reasons that cause students making mistakes are studied. To be able to succeed in the dictation activities included in writing skills activities, students, firstly, comprehend the syntactic and morphological structure of French language. It depends on the perception of the relations between the items that form the composition. For this, they should be able to choose some key words and key items in the paragraphs and texts. To improve their writing skills, students should use the language items in a context successfully in terms of thematic and structural integrity. In dictation activities, students’ gaining these items, and finding and correcting their own mistakes in the texts they wrote will contribute to their communication skills and maket hem overcome the difficulties they face easily. In that, a text has two dimensions: linguistic dimension and communicational dimension. Successful comprehension of communicational dimension is directly related to the error-free use of linguistic dimension. There is a strong connection between vocabulary acquisition and the awareness of the functionality of grammar rules and the improvement of writing skills. In writing courses, on one hand, vocabulary and grammar skills are improved indirectly, and, on the other hand, contributes to the improvement of writing skills. Besides, rather than trying to gain these skills using independent sentences, it is more efficient to gain them in a context with their diferent uses in a functional dimension. For this reason, intended for improving these skills, although dictation activities in writing courses are being accepted as a traditional method, language teaching/learning by using the mistakes is a new and controversial approach. According to this approach, dictation exercises can be considered as a beneficial activity because each student will have the chance to see and study on his/her mistakes

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