AU  - Akdağ, Özlem
AU  - Supervisor: Dimililer, Sonuç
TI  - Writing errors of Turkish speaking students: A study of students in İskele Ticaret Lisesi
PY  - 2003///
CY  - Nicosia
PB  - Cyprus International University
KW  - Foreign language -- Teaching
KW  - Yabancı Dil - Öğretim
KW  - Secondary school education -- TRNC
KW  - Ortaokul eğitimi - KKTC
N1  - Includes bibliography (113-118 p.); 1; INTRODUCTION; Background of the Problem; Statement of the Problem; Purpose of the Study; Research Questions; Importance of the Study; Definition of Terms; 6; LITERATURE REVIEW; History of Teaching Writing; Process and Product Approach in EFL Writing; Approaches to Teaching Writing; Integrating Reading and Writing for Effective Language Teaching; Finding a Place for Grammar in Writing; The Influence of Vocabulary on Successful Writing; Issue that Effect Language Learning; Contrastive Relation between L1 and L2; Negative Attitude towards Writing; Affective Domain; Individual Differences; Cultural Factors; 47; METHODOLOGY; Research Design; Treatments; The Sample; Instrumentation; Writing Assignment; Student Questionnaire; Student Interview; Data Collection Procedures; Initiating Contact; Writing Assignment Procedure; Student questionnaire Procedure; Student Interview Procedure; 59; FINDINGS AND DISCUSSION; Introduction; Findings from the Written Assignments; Results of Lycee 1 Students; Results of Lycee 1 Students; Results of Lycee 2 Students; Results of Lycee 3 Students; Findings from the Students Questionnaire; Findings from the Student Interview; Discussion; 104; SUMMARY,CONCLUSION AND RECOMMENDATIONS; Summary; Selected Findings; Conclusion; Recommendations; 112; BIBLIOGRAPHY; 118; APPENDICES
N2  - ' Writing is a very important stage in acquiring a foreign language. It gives opportunities for language practice and provides a way of checking on the students' understanding of what has been taught. In spite of this, it is rare to given necessary importance to writing in language classes. In order to write well, students need sufficient time to practice writing. However the time is restricted for writing in the classrooms by the EFL teachers. It is not provided an opportunity for students to practice writing. This causes difficulties and errors in writing.  The present study investigates the common errors in writing that Turkish students make in English as a Foreign Language classes. Also, it aims to discover the reasons for having difficulties in Writing and the possible ways in which how to improve students' writing in EFL classes.  The samples of this action research were selected from three different classrooms: Lycee 1, 2, and 3 in Iskele Ticaret Lisesi. From each three classes ten participants were randomly selected. Total of Efl students were observed. Students' writing assignments were the most appropriate instrument for obtaining the writing errors. Thus, total of 150 writing assignments were examined.  The data analysis involved qualitative methodological and triangulation since different methods, including student questionnaires, student interviews, and student assignments were used to collect the data.  The findings of this study revealed that higher secondary school students had difficulties with the correct use of vocabulary, spelling, prepositions, articles, word order, and the use of the verb "to be". The majority of the errors were made in spelling, vocabulary, prepositions and articles.  The study also showed that the reasons for having difficulties in writing could be divided into four categories, which are as follow: (1) Psychological reasons, (2) insufficient time spent on reading and writing, (3) insufficient vocabulary, and (4) L1 interference.  The findings also revealed that in order to improve students writing, students should be provided with sufficient time to practice writing, especially free writing. Besides, reading is a significant input for the language acquisition of writing. It improves students' vocabulary which will lead to improved writing skills. Furthermore, conferencing could be effective for students' writing development. Also, the teaching of phonics and practicing pronunciation will facilitate the writing.  In addition, the study revealed that EFL teachers should encourage students to overcome their negative attitudes towards writing. An atmosphere of trust should be built in the classrooms. Teachers' suggestions should guide, not dedicate. Also, grading assignments promoted students' resistance to the use of the language structures. Therefore, writing assignments should not be graded.'
ER  -