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dc.contributorEğitim Fakültesi / Faculty of Education İngilizce Öğretmenliği / Foreign Language Educationtr_TR
dc.contributor.authorÖzışık, Cem
dc.date.accessioned2018-11-29T07:46:46Z
dc.date.available2018-11-29T07:46:46Z
dc.date.issued2014
dc.identifier3tr_TR
dc.identifier3tr_TR
dc.identifier3tr_TR
dc.identifier.issn2146-9814
dc.identifier.urihttps://hdl.handle.net/11413/3613
dc.description.abstractThe purpose of this study is to find out to what extent Turkish EFL students are successful in the use of prepositions, and how much impact their mother tongue has on their errors. In order to achieve this aim, 30 students in the upper-intermediate level of a university prep school were given a 60-sentence gap-filling test. Each sentence in the test included a collocation of preposition in which students are likely to misuse prepositions due to the effect of their native language. They were asked to fill in the gaps with a suitable preposition or put a (-) if no preposition is necessary. The result of the test showed that even at this level, students have great difficulty in finding the correct preposition, with a significant number of errors resulting from mother tongue interference. Separate categories as to different error forms and word forms were also included along with the overall results. Such analysis may encourage EFL instructors to prepare remedial teaching activities which will specifically focus on teaching prepositions, considering students‟ L1 as well.tr_TR
dc.language.isoen_UStr_TR
dc.publisherInternational Association of Research in Foreign Language Education and Applied Linguisticstr_TR
dc.relationELT Research Journaltr_TR
dc.subjectErrortr_TR
dc.subjectprepositiontr_TR
dc.subjectcollocationtr_TR
dc.subjectmother tongue interferencetr_TR
dc.titleIdentifying Preposition Errors of Turkish EFL Studentstr_TR
dc.typeArticletr_TR
dc.contributor.authorID107875tr_TR


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