Öğretmen Adaylarının Yazılı Anlatımlarındaki İmla Hataları
Spelling Errors in Written Expressions of Preservice Teachers

Summary/Abstract: Success in written expression depends on the power of expression as well as attention to qualities of style such as spelling and punctuation. The aim of this study is to detect spelling errors which preservice teachers have done in their written expressions. Sample of the study, which was carried out in the fall semester of 2018-2019 academic year, consisted of 160 preservice teachers who were enrolled in the 1st grades of Primary Mathematics Teaching, Social Studies Teaching, and Turkish Language Teaching Programs of Bartın University Faculty of Education. The data of the current research, which was carried out with the document analysis, was obtained from the texts which teacher candidates wrote in the midterm and final exams of Turkish Language I course. Spelling errors made by trainee teachers were classified in seven categories as conjunctions, diacritical marks, words, letters, sound events, affixes, and syllables. According to the findings of the research, it was determined that participants of Turkish Language Teaching Program were more successful in applying spelling rules compared to the participants in other programs; and female students were more successful compared to male students. It was observed that the most common mistakes made by the participants belong to the categories of conjunctions, diacritical marks, words, and letters. The obtained results are presented through tables and diagrams. Examples of sentences showing spelling mistakes of preservice teachers are given in findings chapter.

• Details
• Contents