Abstract:

The purpose of this research is to identify the errors in the use of the written language that the primary school students make in the Turkish lesson. Thus, it is believed that teachers will gain awareness and be able to make the lessons more efficient, taking into account what students may have difficulty writing. The study, which was conducted using document review from the quality research methods in Antalya-Manavgat, attended 30 students (11 girls, 19 men) who were studying in the 4th class at Toros Primary School in Antalya-Manavgat. The data collected is subject to visual analysis. The research finds that students are quite insufficient in using two points; they have significant shortcomings in using the virgule and cutting sign; some students have difficulty using the long line, and 50% of their participants have difficulty using the famous sign. Students have also seen a lack in the use of big letters after the point and in the writing of joint words that need to be written next to the point because they have trouble using the point mark. However, it has been found that students are often good in using the questioning sign, and have sufficient knowledge of the questioning and linking 'which should also be written separately. Furthermore, errors such as writing as he spoke; lack of letters, too much or wrong writing and transferring local speech features to the writing language have also been detected. As a result, the social environment and language errors within the family may also result in some difficulties in the way the child is prepared before he comes to school and is able to use the language correctly.

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