| 000 | 06080na a2200913 4500 | ||
|---|---|---|---|
| 001 | 19782 | ||
| 003 | koha_MIRAKIL | ||
| 005 | 20221103135302.0 | ||
| 008 | 180223b tu 000 0 | ||
| 040 |
_aCY-NiCIU _btur _cCY-NiCIU _erda |
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| 041 | _aeng | ||
| 090 |
_aYL 162 _bA43 2003 |
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| 100 | _aAkdağ, Özlem | ||
| 245 |
_aWriting errors of Turkish speaking students _bA study of students in İskele Ticaret Lisesi _cÖzlem Akdağ; Supervisor: Sonuç Dimililer |
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| 260 |
_aNicosia _bCyprus International University _c2003 |
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| 300 |
_aVII, 129 p _btab. _c30.5 cm |
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| 336 |
_2rdacontent _atext _btxt |
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| 337 |
_2rdamedia _aunmediated _bn |
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| 338 |
_2rdacarrier _avolume _bnc |
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| 504 | _aIncludes bibliography (113-118 p.) | ||
| 520 | _a' 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.' | ||
| 650 | _aForeign language -- Teaching | ||
| 650 | _aYabancı Dil - Öğretim | ||
| 650 | _aSecondary school education -- TRNC | ||
| 650 | _aOrtaokul eğitimi - KKTC | ||
| 700 |
_aSupervisor: Dimililer, Sonuç _91656 |
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| 942 |
_2ddc _cTS |
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| 505 | 1 |
_g1 _tINTRODUCTION |
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| 505 | 1 | _tBackground of the Problem | |
| 505 | 1 | _tStatement of the Problem | |
| 505 | 1 | _tPurpose of the Study | |
| 505 | 1 | _tResearch Questions | |
| 505 | 1 | _tImportance of the Study | |
| 505 | 1 | _tDefinition of Terms | |
| 505 | 1 |
_g6 _tLITERATURE REVIEW |
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| 505 | 1 | _tHistory of Teaching Writing | |
| 505 | 1 | _tProcess and Product Approach in EFL Writing | |
| 505 | 1 | _tApproaches to Teaching Writing | |
| 505 | 1 | _tIntegrating Reading and Writing for Effective Language Teaching | |
| 505 | 1 | _tFinding a Place for Grammar in Writing | |
| 505 | 1 | _tThe Influence of Vocabulary on Successful Writing | |
| 505 | 1 | _tIssue that Effect Language Learning | |
| 505 | 1 | _tContrastive Relation between L1 and L2 | |
| 505 | 1 | _tNegative Attitude towards Writing | |
| 505 | 1 | _tAffective Domain | |
| 505 | 1 | _tIndividual Differences | |
| 505 | 1 | _tCultural Factors | |
| 505 | 1 |
_g47 _tMETHODOLOGY |
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| 505 | 1 | _tResearch Design | |
| 505 | 1 | _tTreatments | |
| 505 | 1 | _tThe Sample | |
| 505 | 1 | _tInstrumentation | |
| 505 | 1 | _tWriting Assignment | |
| 505 | 1 | _tStudent Questionnaire | |
| 505 | 1 | _tStudent Interview | |
| 505 | 1 | _tData Collection Procedures | |
| 505 | 1 | _tInitiating Contact | |
| 505 | 1 | _tWriting Assignment Procedure | |
| 505 | 1 | _tStudent questionnaire Procedure | |
| 505 | 1 | _tStudent Interview Procedure | |
| 505 | 1 |
_g59 _tFINDINGS AND DISCUSSION |
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| 505 | 1 | _tIntroduction | |
| 505 | 1 | _tFindings from the Written Assignments | |
| 505 | 1 | _tResults of Lycee 1 Students | |
| 505 | 1 | _tResults of Lycee 1 Students | |
| 505 | 1 | _tResults of Lycee 2 Students | |
| 505 | 1 | _tResults of Lycee 3 Students | |
| 505 | 1 | _tFindings from the Students Questionnaire | |
| 505 | 1 | _tFindings from the Student Interview | |
| 505 | 1 | _tDiscussion | |
| 505 | 1 |
_g104 _tSUMMARY,CONCLUSION AND RECOMMENDATIONS |
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| 505 | 1 | _tSummary | |
| 505 | 1 | _tSelected Findings | |
| 505 | 1 | _tConclusion | |
| 505 | 1 | _tRecommendations | |
| 505 | 1 |
_g112 _tBIBLIOGRAPHY |
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| 505 | 1 |
_g118 _tAPPENDICES |
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| 999 |
_c197 _d197 |
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