Abstract:

The aim of this study is to investigate the errors the candidates for German language teachers make in writing and to determine which errors are subject to them. In this context, 20 German teachers candidates who study at a state university in Turkey and receive the teaching of German language have been given three writing tasks and written texts produced. In the study, the written responses given to the writing tasks were studied according to the error categories that were previously determined by the content analysis method. These categories are created on the basis of indicators of the language qualification measurement included in the German Written Talk Assessment Scale. Errors, word series, form science, writing errors, pointing errors and word scanner are studied under the headlines and presented in tables. The findings show that 43.8% of the errors are made under the form science, 22.1% under the word series and 15.4% under the writing errors. In the form science field, the most errors are made in relation to the facts, and in the word series category, the simplest phrase is found in the ordering errors. In light of these findings, it is recommended that candidates for German language teachers be provided with supporting training on subjects related to phrase organization and facts. In order to prevent erroneous translations between known languages, it is recommended to refer to comparatively the similarities and differences between the vocabulary and phrase organization between German, Turkish and English, the first foreign language.

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