Determination of The Writing Errors of Bilingual Turkish Students in France (Example of Lyon)

Abstract

This study tried to determine the errors in writing samples to clarify the proficiency and deficiency of writing in the mother tongue of Turkish children who live in France. Participants in the study included 25 students who studied Turkish and Turkish culture at the level of primary and secondary public schools in Lyon, France. In the research, document analysis method was used within the framework of the qualitative research model. Twenty-five writing papers collected after a writing task assigned by Turkish and Turkish culture teachers during the class including 4,695 words, constitute the data set of the research. Writing samples obtained from students were accepted as documents and subjected to content analysis. Content analysis was done through Nvivo 12 qualitative data analysis program, which is frequently used in qualitative research. Within the scope of the research, a total of 1669 error codes were obtained in four categories from the documents. It was seen that the highest number of errors occurred in the category of writing errors with the error code 656, followed by spelling errors with the error code 622, inter-language transfer errors with the error code 248, and punctuation errors with the error code 143. The result is that students in France should go through a more qualified learning process in their native language writing skills.

Challenges Encountered by an Active Bilingual Child in Productive Skills

“…The results of the bilingual child's limitations in speaking and writing appear to be similar to and different from those of other studies that had been undertaken. Similar with this research, (Halitoğlu, 2021), also analyzed bilingual children in writing. Punctuation errors, spelling mistakes, and flaws in language translation came after writing issues with the.…”