Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2020, Cilt: 16 Sayı: 3, 1547 - 1561, 01.10.2020
https://doi.org/10.17263/jlls.803896

Öz

Kaynakça

  • Aebersold, J., M. L. Field. (1997). From reading to reading teacher ıssues and strategies for second language classroom. Cambridge: Cambridge University Publishing.
  • Aksan, D. (1998). Her yönüyle dil ana çizgileri ile dilbilim. TDK Yayınları, Ankara.
  • Altmisdort, G. (2016). The effects of l2 reading skills on l1 reading skills through transfer. English Language Teaching, 9(9), 28-35.
  • Aytan, T., Baskapan, A., Uysal, G. (2018). Avrupalı Türkler ana dili eğitimi çalıştayları üzerine bir değerlendirme. Turkophone, 5(2), 16-34.
  • Badawi, K. (2012). An analysis of phonetic, morphological and syntactic errors in English: a case study of saudi ba students at King Khalid University. International Journal of Social Science and Humanity, 2(6), 536-538.
  • Bingol, A. S., Ozdemir, M. Ç. (2014). Almanya ve Hollanda’da Türk göçmen işçi çocuklarına uygulanan eğitim politikaları. Journal of Turkish Educational Sciences, 12(2), 134-157.
  • Blackledge, A., Creese, A. (2017). Translanguaging in mobility. In S. Canagarajah (Ed.), The Routledge Handbook of Migration and Language (31-46). Routledge: London/New York.
  • Brown, H. D. (2000). Principles of language learning and teaching. New York: Pearson Education.
  • Brown, H. D. (2001). Teaching by principle. San Fransisco: Second Edition.
  • Brumfit, C., Byram, M. (editors) et al. (2000). Routledge Encyclopedia of Language Teaching and learning. UK: Psychology Press.
  • Cakır, M. (2002). Almanya'daki çok kültürlü ortamlarda Türkçenin ana dili olarak kullanımı. Anadolu Üniversitesi Sosyal Bilimler Dergisi, 1, 39-58.
  • Cepni, S. (2018). Araştırma ve proje çalışmalarına giriş, Trabzon: Pegem Yayınevi.
  • Cho, G. (2000). The role of heritage language in social interactions and relationships: Reflections from a language minority group. Bilingual Research Journal, 24 (4), 369-384.
  • Corder, P. (1967). The significance of learners’ errors. International Review of Applied Linguistics, 5, 161-170.
  • Cetinkaya, S. (2017). Çok dillilik ve kimlik. Uluslararası Sosyal Araştırmalar Dergisi, 10(50), 371-377.
  • Denizer, E. N. (2017). Does mother tongue interfere in second language learning? Journal of Foreign Language Education and Technology, 2(1), 39-54.
  • Driessen, G. (1997). From mother tongue to foreign language: prospects for minority language education in the Netherlands. İn perspectives on foreign language policy: studies in honour of Theo Van Els, T. Bongaerts and K. De Bot ( eds.). Amsterdam: John Benjamins Publishing.
  • Dulay, H., Burt, M., Krashen, S. (1982). Language two. New York: Oxford University Press.
  • Ellis, R. (1997). Second language acquisition. Oxford University Press: Oxford
  • Hakuta, K.; Garcia, E. (1989). American psychologist bilingualism and education University of California: Santa Cruz.
  • Hamers, J. F., Blanc M. H. A. (2004). Bilinguality and bilingualism (2nd ed.). Cambridge: Cambridge University Press.
  • He, A. E. (2012). Systematic use of mother tongue as learning/teaching resources in target language instruction. Multilingual Edication. 2, 1-15.
  • Heugh, K., Diedericks, G., Prinsloo, C. H., Herbst, D., Winnaar, L. (2007). Assessment of the language and mathematics skills of grade 8 learners in the Western Cape in 2006. Pretoria: Human Sciences Research Council.
  • Hornby, P. A. (1977). Bilingualism: psychological, social, and educational implications. New York: Academic Press, Inc.
  • Hua, Z., Wei, L. Lyons, A. (2017). Polish shop(ping) as translanguaging space. Social Semiotics, 27(4), 411-433.
  • Iqbal, Y. (2016). The influence of mother tongue on learning a foreign language in the Kingdome of Bahrain. European Journal of English Language, Linguistics and Literature, 3(2). 44-51
  • James, C. (1998). Errors in language learning and use: exploring error analysis. New York: Routledge.
  • Janis, L. (1949). The problem of validating content analysis. H.D. Lasswell ve ark (eds), the language of politics: studies in quantitative semantics, New York: George Stewart.
  • Karsli, Y., Karakelle, S . (2018). Bilişsel esneklik, iki dillilik ve üst bilişsel kararlar arasındaki bağlantılar. Psikoloji Çalışmaları, 38(2) , 171-200.
  • Kaweera, C. (2013). Writing error: A review of interlingual and intralingual interference in EFL context. English Language Teaching, 6, 9-18.
  • Kecskes, I., Papp. T. (2009). Foregin language and mother language. Taylor& Francis e-Library
  • Khansir, A. (2012). Error analysis and second language acquisition, Theory and Practice in Language Studies, 2 (5), 1027-1032.
  • Kramsch, C., Huffmaster, M. (2015). Multilingual practices in foreign language study. In J. Cenoz, D. Gorter (Eds.) Multilingual Education: Between language learning and translanguaging (114 136). UK: Cambridge University Press.
  • Krashen, S. D. (1981). Second language acquisition and second language learning US: Pergamon Press Inc.
  • Leeman, Y., Reid, C. (2006). Multi/intercultural education in Australia and the Netherlands. Compare, 36(1), 57-72.
  • Littlewood W., Yu B. H. (2011). First language and target language in the foreign language classroom. Language Teaching, 44(1), 64–77.
  • Macnamara, J. (1967). The Bilingual’s linguistic performance, a psychological overview. Journal of Social Issue, 23, 58-77.
  • Mahmutoğlu, H., Kıcır, Z. (2013). The Use of mother tongue in efl classrooms. EUL Journal of Social Sciences, 4(1), 49-72.
  • Makalela, L. (2005). We speak eleven tongues: reconstructing multilingualism South Africa. In B. Brock-Utne, R. Hopson (Eds.), languages of instruction for African emancipation: focus on postcolonial contexts and considerations, Cape Town/Dar-es-salam: CASAS and Mkuki n Nyota Publishers.
  • Natalia, G., Christina, H. (2019). The Impact of mother tongue ınstruction on the development of biliteracy: evidence from Somali-Swedish bilinguals. Applied Linguistics, 40(1), 108-131.
  • Oksaar, E. (1992). Mehrsprachigkeit. Sprachreport, IDS Mannheim.
  • Olusoji, O. A. (2013). Effects of bilingualism on the essays of Yoruba/English bilinguals. European Journal of Arts and Humanities, 1(1), 36-47.
  • Oluwole, D. A. (2008). The Impact of mother tongue on students’ achievement in English language in junior secondary certificate examination in Western Nigeria. Journal of Sociological Society, 12(1), 41-49.
  • Paker, T., Karaagac, Ö. (2015). The use and functions of mother tongue in efl classes. Procedia Social And Behavioral Sciences, 199, 111-119.
  • Phinney, J. S., Romero, I., Nava, M. et al. (2001). The role of language, parents, and peers in ethnic identity among adolescents in immigrant families. Journal of Youth and Adolescence 30, 135 153.
  • Richards, J. C. (1971). A Non- contrastive approach to error analysis. Journal of ELT. 25, 204-219.
  • Sevinc, İ. (1999). Hollanda’daki Türk çocuklarının eğitim sorunları ve yoğunlaşma okulları. Yayımlanmamış Yüksek Lisans Tezi. Ankara Üniversitesi, Sosyal Bilimler Enstitüsü, Felsefe ve Din Bilimleri, Din Eğitimi Anabilim Dalı.
  • Thomas, J., K. A. Cook (2005). Illuminating the path: the research and development agenda for visual analytics, IEEE CS Press.
  • Valdez, G., Figueora, R. A. (1994). Bilingual and testing: a special case of bias. Norwood, NJ: Ablex Publishing Corp.
  • Verhoeven, L. (1991). Acquisition of biliteracy. AILA Review, 8, 61-74.
  • Wei, L. (2018). Translanguaging as a practical theory of language. Applied Linguistics, 39(1), 9-30.
  • Yadav, M. K. (2014). Role of mother tongue in second language learning. International Journal of Research, 1(11), 572-582.
  • Yagmur, K. (2006). Batı Avrupa’da Türkçe öğretiminin sorunları ve çözüm önerileri. Dil Dergisi, 31 48.
  • Yildirim A.; Simsek, H. (2005). Sosyal bilimlerde nitel araştırma yöntemleri (genişletilmiş 5. baskı). Ankara: Seçkin Yayıncılık
  • Yu, H., Ren, C. (2013). The Positive role of l1 in the acquisition of a second language. Studies in Literature and Language, 7(2), 45-48.

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

Yıl 2020, Cilt: 16 Sayı: 3, 1547 - 1561, 01.10.2020
https://doi.org/10.17263/jlls.803896

Öz

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.

Kaynakça

  • Aebersold, J., M. L. Field. (1997). From reading to reading teacher ıssues and strategies for second language classroom. Cambridge: Cambridge University Publishing.
  • Aksan, D. (1998). Her yönüyle dil ana çizgileri ile dilbilim. TDK Yayınları, Ankara.
  • Altmisdort, G. (2016). The effects of l2 reading skills on l1 reading skills through transfer. English Language Teaching, 9(9), 28-35.
  • Aytan, T., Baskapan, A., Uysal, G. (2018). Avrupalı Türkler ana dili eğitimi çalıştayları üzerine bir değerlendirme. Turkophone, 5(2), 16-34.
  • Badawi, K. (2012). An analysis of phonetic, morphological and syntactic errors in English: a case study of saudi ba students at King Khalid University. International Journal of Social Science and Humanity, 2(6), 536-538.
  • Bingol, A. S., Ozdemir, M. Ç. (2014). Almanya ve Hollanda’da Türk göçmen işçi çocuklarına uygulanan eğitim politikaları. Journal of Turkish Educational Sciences, 12(2), 134-157.
  • Blackledge, A., Creese, A. (2017). Translanguaging in mobility. In S. Canagarajah (Ed.), The Routledge Handbook of Migration and Language (31-46). Routledge: London/New York.
  • Brown, H. D. (2000). Principles of language learning and teaching. New York: Pearson Education.
  • Brown, H. D. (2001). Teaching by principle. San Fransisco: Second Edition.
  • Brumfit, C., Byram, M. (editors) et al. (2000). Routledge Encyclopedia of Language Teaching and learning. UK: Psychology Press.
  • Cakır, M. (2002). Almanya'daki çok kültürlü ortamlarda Türkçenin ana dili olarak kullanımı. Anadolu Üniversitesi Sosyal Bilimler Dergisi, 1, 39-58.
  • Cepni, S. (2018). Araştırma ve proje çalışmalarına giriş, Trabzon: Pegem Yayınevi.
  • Cho, G. (2000). The role of heritage language in social interactions and relationships: Reflections from a language minority group. Bilingual Research Journal, 24 (4), 369-384.
  • Corder, P. (1967). The significance of learners’ errors. International Review of Applied Linguistics, 5, 161-170.
  • Cetinkaya, S. (2017). Çok dillilik ve kimlik. Uluslararası Sosyal Araştırmalar Dergisi, 10(50), 371-377.
  • Denizer, E. N. (2017). Does mother tongue interfere in second language learning? Journal of Foreign Language Education and Technology, 2(1), 39-54.
  • Driessen, G. (1997). From mother tongue to foreign language: prospects for minority language education in the Netherlands. İn perspectives on foreign language policy: studies in honour of Theo Van Els, T. Bongaerts and K. De Bot ( eds.). Amsterdam: John Benjamins Publishing.
  • Dulay, H., Burt, M., Krashen, S. (1982). Language two. New York: Oxford University Press.
  • Ellis, R. (1997). Second language acquisition. Oxford University Press: Oxford
  • Hakuta, K.; Garcia, E. (1989). American psychologist bilingualism and education University of California: Santa Cruz.
  • Hamers, J. F., Blanc M. H. A. (2004). Bilinguality and bilingualism (2nd ed.). Cambridge: Cambridge University Press.
  • He, A. E. (2012). Systematic use of mother tongue as learning/teaching resources in target language instruction. Multilingual Edication. 2, 1-15.
  • Heugh, K., Diedericks, G., Prinsloo, C. H., Herbst, D., Winnaar, L. (2007). Assessment of the language and mathematics skills of grade 8 learners in the Western Cape in 2006. Pretoria: Human Sciences Research Council.
  • Hornby, P. A. (1977). Bilingualism: psychological, social, and educational implications. New York: Academic Press, Inc.
  • Hua, Z., Wei, L. Lyons, A. (2017). Polish shop(ping) as translanguaging space. Social Semiotics, 27(4), 411-433.
  • Iqbal, Y. (2016). The influence of mother tongue on learning a foreign language in the Kingdome of Bahrain. European Journal of English Language, Linguistics and Literature, 3(2). 44-51
  • James, C. (1998). Errors in language learning and use: exploring error analysis. New York: Routledge.
  • Janis, L. (1949). The problem of validating content analysis. H.D. Lasswell ve ark (eds), the language of politics: studies in quantitative semantics, New York: George Stewart.
  • Karsli, Y., Karakelle, S . (2018). Bilişsel esneklik, iki dillilik ve üst bilişsel kararlar arasındaki bağlantılar. Psikoloji Çalışmaları, 38(2) , 171-200.
  • Kaweera, C. (2013). Writing error: A review of interlingual and intralingual interference in EFL context. English Language Teaching, 6, 9-18.
  • Kecskes, I., Papp. T. (2009). Foregin language and mother language. Taylor& Francis e-Library
  • Khansir, A. (2012). Error analysis and second language acquisition, Theory and Practice in Language Studies, 2 (5), 1027-1032.
  • Kramsch, C., Huffmaster, M. (2015). Multilingual practices in foreign language study. In J. Cenoz, D. Gorter (Eds.) Multilingual Education: Between language learning and translanguaging (114 136). UK: Cambridge University Press.
  • Krashen, S. D. (1981). Second language acquisition and second language learning US: Pergamon Press Inc.
  • Leeman, Y., Reid, C. (2006). Multi/intercultural education in Australia and the Netherlands. Compare, 36(1), 57-72.
  • Littlewood W., Yu B. H. (2011). First language and target language in the foreign language classroom. Language Teaching, 44(1), 64–77.
  • Macnamara, J. (1967). The Bilingual’s linguistic performance, a psychological overview. Journal of Social Issue, 23, 58-77.
  • Mahmutoğlu, H., Kıcır, Z. (2013). The Use of mother tongue in efl classrooms. EUL Journal of Social Sciences, 4(1), 49-72.
  • Makalela, L. (2005). We speak eleven tongues: reconstructing multilingualism South Africa. In B. Brock-Utne, R. Hopson (Eds.), languages of instruction for African emancipation: focus on postcolonial contexts and considerations, Cape Town/Dar-es-salam: CASAS and Mkuki n Nyota Publishers.
  • Natalia, G., Christina, H. (2019). The Impact of mother tongue ınstruction on the development of biliteracy: evidence from Somali-Swedish bilinguals. Applied Linguistics, 40(1), 108-131.
  • Oksaar, E. (1992). Mehrsprachigkeit. Sprachreport, IDS Mannheim.
  • Olusoji, O. A. (2013). Effects of bilingualism on the essays of Yoruba/English bilinguals. European Journal of Arts and Humanities, 1(1), 36-47.
  • Oluwole, D. A. (2008). The Impact of mother tongue on students’ achievement in English language in junior secondary certificate examination in Western Nigeria. Journal of Sociological Society, 12(1), 41-49.
  • Paker, T., Karaagac, Ö. (2015). The use and functions of mother tongue in efl classes. Procedia Social And Behavioral Sciences, 199, 111-119.
  • Phinney, J. S., Romero, I., Nava, M. et al. (2001). The role of language, parents, and peers in ethnic identity among adolescents in immigrant families. Journal of Youth and Adolescence 30, 135 153.
  • Richards, J. C. (1971). A Non- contrastive approach to error analysis. Journal of ELT. 25, 204-219.
  • Sevinc, İ. (1999). Hollanda’daki Türk çocuklarının eğitim sorunları ve yoğunlaşma okulları. Yayımlanmamış Yüksek Lisans Tezi. Ankara Üniversitesi, Sosyal Bilimler Enstitüsü, Felsefe ve Din Bilimleri, Din Eğitimi Anabilim Dalı.
  • Thomas, J., K. A. Cook (2005). Illuminating the path: the research and development agenda for visual analytics, IEEE CS Press.
  • Valdez, G., Figueora, R. A. (1994). Bilingual and testing: a special case of bias. Norwood, NJ: Ablex Publishing Corp.
  • Verhoeven, L. (1991). Acquisition of biliteracy. AILA Review, 8, 61-74.
  • Wei, L. (2018). Translanguaging as a practical theory of language. Applied Linguistics, 39(1), 9-30.
  • Yadav, M. K. (2014). Role of mother tongue in second language learning. International Journal of Research, 1(11), 572-582.
  • Yagmur, K. (2006). Batı Avrupa’da Türkçe öğretiminin sorunları ve çözüm önerileri. Dil Dergisi, 31 48.
  • Yildirim A.; Simsek, H. (2005). Sosyal bilimlerde nitel araştırma yöntemleri (genişletilmiş 5. baskı). Ankara: Seçkin Yayıncılık
  • Yu, H., Ren, C. (2013). The Positive role of l1 in the acquisition of a second language. Studies in Literature and Language, 7(2), 45-48.
Toplam 55 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Araştırma Makalesi
Yazarlar

Vedat Halitoglu Bu kişi benim

Yayımlanma Tarihi 1 Ekim 2020
Yayımlandığı Sayı Yıl 2020 Cilt: 16 Sayı: 3

Kaynak Göster

APA Halitoglu, V. (2020). Determination of errors in the writing samples of bilingual students studying in Dutch (the case of Rotterdam). Journal of Language and Linguistic Studies, 16(3), 1547-1561. https://doi.org/10.17263/jlls.803896
AMA Halitoglu V. Determination of errors in the writing samples of bilingual students studying in Dutch (the case of Rotterdam). Journal of Language and Linguistic Studies. Ekim 2020;16(3):1547-1561. doi:10.17263/jlls.803896
Chicago Halitoglu, Vedat. “Determination of Errors in the Writing Samples of Bilingual Students Studying in Dutch (the Case of Rotterdam)”. Journal of Language and Linguistic Studies 16, sy. 3 (Ekim 2020): 1547-61. https://doi.org/10.17263/jlls.803896.
EndNote Halitoglu V (01 Ekim 2020) Determination of errors in the writing samples of bilingual students studying in Dutch (the case of Rotterdam). Journal of Language and Linguistic Studies 16 3 1547–1561.
IEEE V. Halitoglu, “Determination of errors in the writing samples of bilingual students studying in Dutch (the case of Rotterdam)”, Journal of Language and Linguistic Studies, c. 16, sy. 3, ss. 1547–1561, 2020, doi: 10.17263/jlls.803896.
ISNAD Halitoglu, Vedat. “Determination of Errors in the Writing Samples of Bilingual Students Studying in Dutch (the Case of Rotterdam)”. Journal of Language and Linguistic Studies 16/3 (Ekim 2020), 1547-1561. https://doi.org/10.17263/jlls.803896.
JAMA Halitoglu V. Determination of errors in the writing samples of bilingual students studying in Dutch (the case of Rotterdam). Journal of Language and Linguistic Studies. 2020;16:1547–1561.
MLA Halitoglu, Vedat. “Determination of Errors in the Writing Samples of Bilingual Students Studying in Dutch (the Case of Rotterdam)”. Journal of Language and Linguistic Studies, c. 16, sy. 3, 2020, ss. 1547-61, doi:10.17263/jlls.803896.
Vancouver Halitoglu V. Determination of errors in the writing samples of bilingual students studying in Dutch (the case of Rotterdam). Journal of Language and Linguistic Studies. 2020;16(3):1547-61.