. Yabancı dil olarak Türkçe öğrenen öğrencilerin yazılı anlatımlarının yanlış çözümleme yaklaşımına göre değerlendirilmesi. Ana Dili Eğitimi Dergisi, 1(4), 51-62. Evaluation of Written Expressions of Turkish Learners as a Foreign Language According to Error Analysis Approach AbstractThe purpose of this study is to evaluate written expression of students learning Turkish as a foreign language at B2 (intermediate) level according to error analysis approach. The data of the study have been obtained by essay writing of forty two students. These students have been learning Turkish at B level in Gaziantep University TÖMER. The data collected have been classified as grammar errors, syntactical errors, spelling-punctuation errors and lexical errors. The errors determined have been evaluated as an error analysis approach. The evaluation of errors has been limited by intralingual and developmental errors. As a result of evaluation, total error number has been determined as 1282. Errors made are 31% grammatical error, 9,9 % syntactical error, 44,46 % spelling-punctuation error and 14,4 % lexical error. According to the results obtained, the solutions have been proposed concerning writing skill errors of foreign students.
The aim of this study is to examine the children's boks of Aytül Akal in terms of educational messages. The method of research is a document analysis of qualitative research methods. In the research, random sample type has been used in the selection of samples. Accordingly, Aytül Akal's 8 story, 8 tale and novel books have been chosen by random sampling method. In the following process, educational messages have been detected in books which were firstly examined based on the principles of document review and these educational messages have been classified according to their presentation styles and purposes. Educational messages identified in the examined books have been classified as "Direct Messages" (open messages) and "Indirect Messages" (implicit messages) according to their presentation format. The messages classified as direct/indirect transmitted messages according to their presentation has been grouped according to their purpose as 1. Educational Messages Supporting Personal Development, 2. Educational Messages Social Development, 3. Educational Messages Supporting the Development of National Thought, 4.Educational Messages Supporting Environmental Awareness Development, 5.Educational Messages that Support the Development of Universal Thought. A total of 230 educational messages have been detected in the sentences and paragraphs of Aytül Akal's 24 books. 181 of these messages are implicit messages and have been transferred to the reader via indirect transmission. 49 of the detected messages are open messages and have been transferred to the reader by direct transmission. The most frequently detected educational message group in the author's books is "Educational Messages that Support Personal Development". In these books, the least detected group of educational messages is "Educational Messages that Support the Development of National Thought". Aytül Akal is a writer who has attracted the attention of children's readers and educators with the character she creates in her works, the subject she chooses, the style of expression she uses and the messages she has digested within sentences and paragraphs in her Works. The subject of the author's works can be any event or situation we live in daily life. Akal presents the characters that remind us one of our families or any person around us in a humorous way to the reader. In the plot of her works, the author presents educational messages to the reader about various living spaces based on the conflict that we experience in our social life. Therefore, for the rich educational messages contained in author's children's books, it is thought that it can be used by parents and educator in the character development of children readers and valves education.
This study was carried out to determine the relationships and differences between teacher self-efficacy and teacher entrepreneurship characteristics of teacher candidates who are studying at Education Faculties. For the purpose of the study, data were collected from the students of two different faculties of education affiliated with Gaziantep University. Correlation analysis performed on the data set showed that there was a positive and statistically significant relationship between teacher candidates' entrepreneurial tendencies and teacher self-efficacy. In addition, the t-test revealed that there were significant differences between the students of Gaziantep Faculty of Education and Nizip Faculty of Education with respect to both entrepreneurship and teacher self-efficacy levels. It was found that the t-test on the gender variable of the prospective teachers differed significantly in terms of entrepreneurial characteristics and teacher self-efficacy in terms of statistically significant difference between men and women. Psychological Counseling and Guidance, Classroom, Social Studies, Mathematics, Turkish and English Language Teaching Departments, which are part of the study, were statistically differentiated statistically in terms of entrepreneurship and teacher self-efficacy. It is possible to think that the motives that improve teacher trainees' entrepreneurship characteristics and the motives that elevate their teacher self-efficacy are the same or similar. This should be considered in the context of curriculum and syllabus design given in the faculties of education of teachers. Thus, it will be possible to educate individuals who are both better trained professionally and who can respond to the needs of the era at a higher level.
Although it has very important functions in written and oral texts, the desired success has not been achieved in the teaching of punctuation marks, which is a grammatical subject. At this point, it is thought that qualified children's works can be benefited from both because of their content and stylistic designs. In this study, Yalvaç Ural's children's book "Tekir Teaches Punctuation Marks" has been examined in terms of teaching the form and functions of punctuation marks through visuals and intuitions. The method of the research is document analysis that known as one of the qualitative research methods. In the research, the elements of perception and visual materials related to 14 punctuation marks were determined. In the findings and interpretation section, as the first step, the expressions that carry the implicit elements of the relevant punctuation mark in the sentences of the work were interpreted and analyzed. In the second stage, the compatibility of the detected perceptual elements with the visuals was interpreted. Based on the data of the research, it has been concluded that the children's work in question has a rich content in terms of teaching punctuation marks through intuitions and visuals.
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