Anadilden aktarım yanlışlarının yabancı dilde yazmaya etkisi: Karşıtsal yanlış çözümlemesi

Günümüz dünyasında, eğitim ortamları her geçen gün çok kültürlü hale gelmektedir. Türkiye'de EFL (Yabancı dil olarak İngilizce) sınıfları on yıl önce çoğunlukla Türk öğrencilerden oluşmakta iken, bugün dünyanın her yerinden öğrenciler çeşitli öğrenci değişim programları çerçevesinde bir araya gelebilmektedir. Türk EFL bağlamında, Orta Doğu ülkelerinden gelen öğrenciler söz konusu potansiyelin büyük bir bölümünü oluşturmaktadır (Özer, 2016). Bu çalışma, Türk ve Arap EFL öğrencilerinin L1 ‘’olumsuz aktarım’’ hatalarını bulmayı amaçlamaktadır. Buna göre; Dilbilgisi ve Sözcük Seçimi kategorilerinde 30 B1 (Orta) seviye öğrencinin yazılı ödevi analiz edilmiştir. Bu ödevlerin 15'i Türk; 15'i ise Arap EFL öğrenciler tarafından yazılmıştır. Bu anlamda çalışma, Türkçe ve Arap EFL öğrencilerinin hatalarının olumsuz aktarım çerçevesinde karşılaştırmalı bir analizini de içermektedir. MannWhitney U testi sonuçları incelendiğinde, Türk ve Arap öğrencilerin dilbilgisel aktarım yanlışlarından aldıkları puanların istatistiksel olarak farklı olduğu anlaşılmaktadır (p

The impact of L1 ınterference on foreign language writing: A contrastive error analysis

In today’s world, educational contexts are getting increasingly multicultural. Although EFL (English as a ForeignLanguage) classes in Turkey were mostly composed of Turkish students a decade ago, today students from anypart of the world are brought together within the frame of various student exchange programs. In Turkish EFLcontexts, students coming from Middle Eastern countries make up a huge part of classes (Özer, 2016). Theobjective of the current study is to examine L1 negative interference errors of Turkish and Arabic EFL learners.Accordingly, 30 B1 (Intermediate) EFL students’ written assignments were examined and divided into categories.Besides, this study makes a comparative analysis of Turkish and Arabic EFL learners' grammatical and lexicalerrors within the frame of L1 negative transfer. When the results of the Mann-Whitney U test are analyzed, it isunderstood that Turkish and Arabic students' grammatical interference exam scores differ statistically (p

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