This study aimed to examine the written expression of students who have learnt Turkish abroad as a second language by conducting error analysis. In line with the study purpose, we analyzed 35 different samples written by 19 students who were at A1, A2, and B1 levels. The study data included the written products by students at Comenius University in Slovakia in Turkish classes throughout six semesters consecutively. At the end of the data analysis, we found that there were 691 errors in students’ written expression in total. The study findings showed that the students had errors in grammar (61%), spelling and punctuation (19%), choice of words (14%), and syntax (6%). When we examined the sources of the errors, we found out that the errors resulted from misinformation (43%), omission (37%), addition (14%), and syntax error (6%). When we examined students’ errors in terms of communicative effects, we concluded that most of the errors (77%) were local errors that did not affect the whole communication, while only a small portion (23%) led to global errors that affected communication. In light of the study findings, we suggest that students who learn Turkish abroad should be provided with more in-class activities by which they can use grammar structures and rules.
Cite this article as: Çağ, H. D. (2023). Examining the written expression of students who have learnt turkish abroad as a foreign language via error analysis. HAYEF: Journal of Education, 20(1), 47-54.