YABANCI DİL OLARAK FARSÇA ÖĞRENEN TÜRK ÖĞRENİCİLERİN YAZIM HATALARININ DEĞERLENDİRİLMESİ
AN EVALUATION OF ORTHOGRAPHIC ERRORS OF TURKISH L2 LEARNERS OF PERSIAN

Summary/Abstract: This study aimed to evaluate orthographic errors of Turkish learners studying Persian as a foreign language. By employing error analysis, this research attempted to determine the frequency and percentage distributions of error rates and make practical suggestions for teaching Persian as a foreign language in accordance with the obtained data and error heaps. A descriptive survey model was adopted, and data scanning was carried out via qualitative content analysis. The research sample consisted of 81 Turkish students, 58 female and 23 male students studying at Ankara University, Faculty of Languages, History and Geography and Department of Oriental Languages and Literatures, Department of Persian Language and Literature. The study was conducted in the fall and spring semesters of the 2017–18 academic year. Data collection tools were limited to FAR119 Persian Grammar I (Basic Level), FAR115 Dictation and Written Expression, FAR201 Persian Grammar III (Advanced), FAR215 Turkish to Persian Translation, FAR413 Composition, FAR102 Persian Grammar II (Intermediate Level), FAR116 Translation of Persian to Turkish Language, FAR11t Translation of Turkish to Persian Language, and FAR214 Persian Composition courses, as well as the midterm and final examinations and homeworks given by instructors during this period. The obtained data were classified into one basic error group according to their characteristics and analyzed under the headings of orthographic errors. As a result of the analysis, a total of 372 errors were identified in orthographic errors of Turkish learners who learn Persian as a foreign language. According to the result of these analysis, it was found that with the rate 84%, 311 of these errors were grapheme errors with the rate 16%, 61 of these errors were punctuation errors. In line with these results, solutions were suggested to minimize the mistakes in written expression committed by Turkish learners.

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