Türkçe Öğrenen Ürdünlü Öğrencilerin A2 Düzeyi Yazma Becerisinde Karşılaştıkları Güçlükler

Abstract

Jordan, which has a historical background with Turkey, is also one of the countries where Turkish is taught as foreign languages. The aim of this study was to reveal the difficulties of writing skills encountered in Arabic students learning Turkish as a foreign language in Jordan. 48 students who completed A2 level at Amman Yunus Emre Turkish Cultural Center between 2013 and 2014 were included in the study. The data gained from written papers in the writing skill section of the course final exam were gathered by the content analysis method. The mistakes identified in the study were grouped under five main categories. These are "Voice Knowledge", "Form Knowledge", “Syntax”, "Semantic Knowledge" and "Writing Knowledge and Punctuation Marks". Eventually, a mistake number of 2189 was found in the evaluation. It was determined that the most common mistake was made in the Voice Knowledge with a rate of 40.6% (888). Writing Knowledge and Punctuation Marks were the second category with 25.9% (567). Other category rates were found to be close to each other, with 12.7% (278) of the Form Knowledge, 10.3% (226) of the Syntax, and 10.5% (230) of the Semantic Knowledge.