Abstract:

The aim of this study is to identify the language errors that foreign languages learners make in their communication environment, the communication strategies they use against them, the reactions they encounter and the impact of language errors on their learning. The focus of this study, designed in the quality research method and phenomenological design, is the essence and structure of linguistic errors. In the determination of participants, the measurement sampling methods and the maximum variety sampling methods have been used. The research data is obtained from the experiences of the students who continue to teach Turkish at the B1 and B2 languages levels in written narrative studies. The results of the research show that those who learn Turkish as a foreign language have made a variety of language errors. The use of the mother tongue or other language, the ignorance of the word or template expressions, confusion and false speech are one of the main kinds of language errors that are identified. In the case of language errors, different communication strategies are developed and different reactions are faced. It has been concluded that this language error process contributes to learning but rarely causes speech anxiety in the student.

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