Uluslararası Sosyal Bilimler Eğitimi Dergisi

Öz

Making errors is a natural process of
language learning. As in all kind of learning, language learning also involves
making errors. Research has shown that even in the first language acquisition
process, children make countless errors. Similarly, adult learners of English
will inevitably make errors until they have mastered the rules of target
language. In this respect, this study was conducted to examine written
grammatical errors of 2^nd year Turkish students majoring in English
Language Teaching at Anadolu University. First, related literature has been
reviewed in the study. Both descriptive and qualitative research design has
been used in order to collect data to be analyzed. The students were asked to
write a narrative essay about a video they had watched. All the essays were
analyzed one by one to identify all the grammatical errors of the students by
three inter-raters. The raters identified grammatical errors manually and
reached on a consensus in the categorization process. The only concern of the
study was to analyze grammatical errors; this is why, ICLE/ Louvain Taxonomy of
Errors (Diaz-Negrillo & Fernandez-Dominguez, 2006) was used partly in the
categorization of the errors. The study reported that preposition errors were
the most common grammatical errors among Turkish learners of English followed
by respectively verb errors, article errors, word class errors, pronoun errors
and others. In the light of previous literature, the findings indicate that
interference effect and developmental process might have been the reason for
the grammatical errors.