Özet:

The purpose of this study is to analyze the preferences of the students related to getting corrective feedback aimed at the errors doing during the oral communication; moreover, the preferences of the teachers related to giving feedback for correction comparatively. In the study, questionnaire was used as the research method. In the research group of the study, there were 96 students studying, during 2014-2015 school year, at TOMER situated at Gaziantep University, Niğde University, Ankara University, Gazi University and 19 Mayıs University TOMER as well as whose proficiency levels were B1, B2, and C3 and 65 instructors teaching Turkish as a foreign language. The questionnaire developed by Fukuda (2003) including 24 item which were designed as 5 point likert scale was used by adapting to Turkish in order to see the preference of students about getting corrective feedback aimed at errors that they do during the oral communication and also for the preferences of the teachers about giving corrective feedback at this period. Validity of the questionnaire was tested by performing preliminary study for the difficulty level and intelligibility of the items. As a result of the preliminary application, it was determined that the difficulty level of the items was appropriate for the students and they were intelligible. Moreover, in order to test the reliability of the study the same form was applied to the same group and it was confirmed that the same answers were given for the items at the rate of 90%. It was given between 1 and 5 point for the answers of items at questionnaire. In order to determine the central tendency, the mean was calculated. The data were analyzed as frequency and percentage. According to the obtained data, the students and the teachers totally agree on correction of verbal communication errors and the students choose that the correction which is done every time, but the teachers choose the correction which is done generally. In addition, both the teachers and students prefer correction of speech errors after the end of the speech and correction of the important speech errors preventing the comprehension of the audience. In terms of the strategies used the process of correction, both the teachers and students prefers mostly corrective question. Finally, the students and the teachers prefer the correction of communication errors done by the native Turkish teachers.

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