Söylem Filoloji Dergisi

Öz

In the process of foreign language learning and teaching, occupying a relatively important place in the ever-changing global world, there are many challenges and problems that teachers and learners must overcome. Among these phenomena, grammar, orthographic, and syntax errors, constituting the organisation of the language, play an important role. Grammar, enabling the formation of regular, correct, and meaningful sentences, ensures that a language is handled in an orderly and methodical manner and that the structures in it gain clarity in terms of use, function, and duty. Orthographic, considered a part of grammar, contributes to analysing the spelling of words. Syntax, covering the rules that deal with the correct and appropriate order of words in a sentence, determines the order of words in a language, ensures the formation of a sentence by pointing out the structuring processes of words, informs how words will be arranged in a sentence depending on the types of nouns, imperative, question, verb, affirmative, negative, regular, or deviated sentence. In this context, this study aims to analyse the errors produced in the language learning process based on Corder's (1981) classification of types of errors. It is aimed also to analyse the errors made by future Turkish teachers in the process of learning French only in the context of grammar, orthographic, and syntax and to determine the causes of these errors and the types of errors that emerge due to these reasons. In this study, conducted on a sample of 15 future Turkish teachers, it was found that the most common types of errors were grammatical errors and selection errors. In the context of orthographic errors, it was determined that since French has its own orthographic features, the most common type of error is omission and therefore the sentence has an ambiguous meaning. In terms of syntax, it was found that the most frequent syntactic errors were made due to the presence of misplacement of words in the sentence, making the sentence ambiguous in terms of meaning, and the use of incorrect words. As a result, this research was evaluated within the boundaries of grammatical, orthographic, and syntactic construction of grammatically, orthographically, and syntactically appropriate, acceptable, meaningful, and expressive sentences by taking into consideration the processes of identifying, defining, interpreting, and explaining the errors made.