Author/Authors :
ari, bülent mustafa kemal üniversitesi - eğitim fakültesi - türkçe ve sosyal bilimler eğitimi bölümü, türkçe öğretmenliği abd, turkey , top, mustafa burak mustafa kemal üniversitesi - eğitim fakültesi - temel eğitim bölümü, sınıf eğitimi abd, turkey
Abstract :
People are able to convey their feelings, thoughts and wishes to each other through language. The correct realisation of this communication is only possible with the correct and effective usage of the language. That is the main target in foreign language teaching, too. In this work, it is examined that whether peer assessment has influence on eliminating incoherency in students’ written expressions during teaching Turkish to foreigners. In the research, pretest-posttest control group semiempirical pattern has been used. The research has been executed on 57 students having education at TÖMER in the University of Mustafa Kemal, as 28 students in the experimental group and 29 students in the control group. The implementation has lasted for 6 weeks. Types of incoherency have been examined as misuse of words’ meanings, use of unnecessary words, redundant repetitions, idiom and proverb mistakes, sequence mistakes, absence of one of the parts of speech, mistakes of logic, inconsistency between subject and verb, determinative group mistakes, unnecessary mode and personal appendices, deficient or wrong usage of appendices and obscurity of pronoun. However, it was determined that the students in the experimental group had a meaningful difference between the expressions they made in the pre-test and the expressions they made in the final test.
