Abstract:

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 18791(46%). 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.

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