000			03169nam a22002657a 4500
003			KOHA
005			20241007102808.0
008			240926d2024 tu e|||| |||| 00| 0 eng d
040			_aCY-NiCIU _beng _cCY-NiCIU _erda
041			_aeng
090			_aYL 3400 _bA33 2024
100	1		_aAkar, Cemre
245	1	0	_aERROR ANALYSIS OF WRITTEN TEXTS ACCORDING TO EUROPEAN FRAMEWORK B1 LEVEL: A CASE STUDY OF NORTH CYPRUS / _cCEMRE AKAR ; SUPERVISOR, PROF. DR. MEHMET ALİ YAVUZ
264			_c2024
300			_a63 sheets ; _c30 cm _e+1 CD ROM
336			_2rdacontent _atext _btxt
337			_2rdamedia _aunmediated _bn
338			_2rdacarrier _avolume _bnc
502			_aThesis (MA) - Cyprus International University. Institute of Graduate Studies and Research English Language Teaching
520			_aWriting in English requires a comprehensive knowledge of syntax, vocabulary, morphology and discursive features and the ability to make sentences that can be easily understood by the person reading the text. For this reason, writing in English is the part where students have the most difficulty and make mistakes in the use of English. There are colleges in Northern Cyprus that provide education in English. Children studying at these colleges prepare themselves for English-medium universities such as the ones in the country and those abroad where education is largely provided in English. The fact that English language education is so important in Northern Cyprus is of greater importance in terms of planning and providing students with a good English education. For this reason, the aim of this study is to identify and examine the most common mistakes made by the seventhgrade students of Turkish Marif College (TMK), the country's oldest public school providing education in English, in the compositions they write, and to help create an action plan by collecting feedback on what to do to minimize these mistakes. In the study, compositions written by a total of sixty-five students were collected and analysed according to error analysis theory. In the study, the most common mistakes made by students were classified and analysed in detail. Analyses include comparison of the number of interlingual and intralingual errors. The findings of this study show that the most common mistakes are made in morphology. An important result of this study is that the frequency and number of intralingual errors are higher than interlingual errors. The most common interlingual errors concern the use of the present tense instead of the present tense and the singular noun instead of the plural. From the teachers' point of view, errors, if not corrected correctly, are considered a serious obstacle in learning English as a foreign language. The results of this study will help students internalize the rules of the target language. It will also help teachers pay more attention to common mistakes and find other effective techniques to enhance students' writing.
650		0	_aEnglish language _vDissertations, Academic _xStudy and teaching
700	1		_aYavuz, Mehmet Ali _esupervisor
942			_2ddc _cTS
999			_c292865 _d292865