Abstract:

In the summer of the field, it is noted that individuals who learn Turkish as a foreign language and who are native English make more comparisons between the two languages, and more often they make linguistic errors thinking in their own native languages. In this sense, research towards problem-oriented approaches in the teaching of Turkish as a foreign language is very important. The error analysis method, one of the problem-focused approaches, provides very important clues in terms of the study of the second language learning process. Therefore, in this study, individuals who are native English and who learn Turkish as a foreign language and students who learn Turkish as a second foreign language are intended to determine the many linguistic errors they make, using the findings of error analysis. The study was carried out on the Turkish Language Department of the Middle East Technical University (ODTÜ) and the Indian University Turkish Flagship Program on 80 (40 ODTÜ + 40 Turkish Flagship) individuals at the B1-B2 level who learn Turkish as a foreign language. Students were given the English text entitled "New to Turkey" to identify their errors, and students were asked to translate this text into Turkish. At the end of the study, the content analysis technique was used, and the study found that students made more linguistic errors caused by verbal and linguistic errors.

Abstract:

In the literature, especially it is stated that individuals who learn Turkish as a foreign language and native speakers of English make more comparisons between two languages, and they make more often linguistics errors by thinking in their mother tongue. In this sense, studies on problem-oriented approaches in teaching Turkish as a foreign language become important. The error analysis method, which is one of the problem-oriented approaches, provides an important clue for the second language learning process. Therefore, in this study, it is aimed to determine the most common linguistic errors by English native speaker learners of Turkish as a foreign language and learners Turkish as a second language by using error analysis findings. This study was conducted on 40 learners of Turkish as a second foreign language in B1-B2 level from Middle East Technical University Department of Turkish Language and 40 native speakers of English who are B1-B2 level students at Indiana University Program of Turkish Flagship. In order to determine student errors, the English text “New to Turkey” was given to students and they translated it from English to Turkish. At the result, it was seen that students mostly made linguistic errors which kind of syntactic and grammatical.

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