Özet:

Giving the student the writing skills, which is one of the four skills in the teaching of foreign languages, is one of the most important goals of teachers or programs. Although language skills are counted, writing skills are last after listening, speaking, and reading, it is actually the last point to be reached in a foreign language. In addition, written narrative is an important measurement technique in the teaching of a foreign language. This study, in the 2018-2019 educational year, Ankara Yıldırım Beyazıt University Arabic Translator-Translator Anabolic Department 1. The classroom is designed to identify the systematic errors that the students have made in the Arabic written narrative course, to classify in the light of error resolution, to stand on the causes of the errors made and to interpret these errors linguistically and psychically in order to help the students. In the study of Ankara Yıldırım White University, Arabic Translator-Traduction 1. Class students were given two different composition subjects and in one of these subjects they were asked to write a composition, taking into account the basic writing rules of composition, and a period of fifty minutes was given. In this study, the data obtained was assessed according to the wrong-solving approach. The data is analyzed and grouped. As a result, a large part of the first mistakes made are errors that we call partial mistakes and which do not prevent communication with us. This is a pleasant situation. There is a chance that these errors can be corrected in time. Most of the errors are made by grammatical errors. There has been a lot of errors in the Arabic phrase organizations and especially the name phrase. On the other hand, the unknown morphological structure and the writing errors are also important. The percentage of comprehensive errors in the obtained data is estimated at 13% as students have learned the basic structures of Arabic.

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