Determination of errors in the writing samples of Turkish bilingual students studying in Dutch (the case of Rotterdam)

Many people from Turkey emigrated to European countries as a result of the bilateral agreements signed between Turkey and related countries after the 1950s. The temporary travels to these countries left their place to permanent settlements, and the Turkish children living there were faced with the danger of alienation from their mother tongue and culture in time. Many academic studies have emphasized that these children who experience L1 acquisition and learning problems will also have difficulties in learning a second language (L2), and consequently their academic achievement will be adversely affected by this situation. The data of the study were obtained from the analysis of the writing samples in which 14 students who studied in various schools in the city of Rotterdam in the Netherlands, one of the countries receiving migration, responded to two open-ended questions. In the study, within the scope of qualitative research, document analysis method was employed. During data analysis, errors were categorized in line with error analysis steps proposed by Corder (1973) and according to the codes created during the analysis process. As a result of word count in the documents, out of a 3,053-word data set, 2,676 errors were identified in total. It was determined that errors mainly occurred under the headings of deficiency in learning the mother tongue (80.79%), word transfer from L2 to L1(6.05%), writing according to L2 syntax (4.93%), and mixed language use (2.8%). Besides, letter or syllabus omission-addition in writing (5.36%) were determined to be errors resulting from writing as one hears it. Based on writing samples, it was concluded that the number of errors was too high, and that there was a great need for learning and practicing mother tongue, including writing skills. © 2020 JLLS and the Authors - Published by JLLS.

Hollandaca (Dutch) öğrenim gören iki dilli Türk çocuklarının yazı örneklerinde ortaya çıkan yanlışların tespiti (Roterdam örneği)

Avrupa ülkelerine 1950’li yıllardan sonra Türkiye ile imzalanana işçi göçü anlaşmalarıyla birçok kişi göç etmiştir. Buralara kısa süreli gidişler yerini kalıcı yerleşmelere bırakmış ve oralarda yaşayan Türk çocukları, zaman içerisinde giderek ana dili ve kültürlerine uzaklaşma tehlikesiyle ile karşılaşmıştır. Birçok akademik çalışma, ana dili edinim ve öğrenim sorunları yaşayan çocukların ikinci dili (L2) öğrenmede güçlükler çekeceğini ve dolayısıyla bu durumda akademik başarının da olumsuz etkileneceğini vurgulamaktadır. Çalışmanın verileri söz konusu göçlerin yaşandığı ülkelerden biri olan Hollanda’nın Rotterdam şehrinde çeşitli okullarda öğrenim gören on dört çocuğun açık uçlu iki soruya verdikleri cevapları içeren yazı kâğıdı örneklerinin çözümlenmesinden oluşmaktadır. Araştırmada nitel araştırma kapsamında doküman incelemesi yöntemi esas alınmıştır. Veri çözümleme aşamasında yanlışlar, Corder’ın (1973) ifade ettiği yanlış çözümlemesi basamakları ve çözümleme sürecinde ortaya çıkan kodlara göre kategorilendirilmiştir. Dokümanlarda yapılan kelime sayımı neticesinde 3053 kelimelik bir veri setinden toplamda 2676 yanlış tespit edilmiştir. Yanlışların daha çok ana dili bilgi eksikliği (%80.79), ikinci dilden ana diline kelime transferi (%6.05), ikinci dilin söz dizimine göre yazma (%4.93) ve karma dil kullanımı (% 2.8) başlıklarında toplandığı görülmektedir. Ayrıca yazmada yapılan harf veya hece eksiltme-arttırmanın (%5.36) duyduğu gibi yazma neticesinde ortaya çıktığı değerlendirilmiştir. Yazı örneklerinden hareketle yanlış sayısının oldukça fazla olduğu, yazma becerisini de kapsayan ana dili öğrenme ve pratiklerine büyük ihtiyaç duyulduğu sonucuna ulaşılmıştır.

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