PROBLEMS OF COMPLEMENT PERCEPTION IN TEACHING TURKISH AS A FOREIGN LANGUAGE

The purpose of this study is to evaluate the errors according to the error analysis approach on noun complements of students learning Turkish as a second language. The sample group consists of 17 students at A1-A2 level and 12 students at B1 level, total 29 students who learn Turkish as a foreign language in Pamukkale University Language Teaching Application and Research Centre, PADAM. This research is a qualitative-designed case study. The contrastive linguistics as a sub-branch of applied linguistics and error analysis constitute the theoretical base of this study. The data of the study have been obtained by writing papers of twenty nine students. Because through the writing exercises, the achievement levels of students in term of grammar can be determined explicitly. The data collected have been classified and the related examples were given under the appropriate sub-titles by not distorting the original statements of students. The evaluation of errors has been limited by intralingual and developmental errors. Afterwards, the reasons for these errors have been detected. While analyzing the data, analysis is divided into 4 groups as not using suffixes of noun complements, not making distinction between defined and undefined noun complements, not using suffixes of noun complements in case of using case markers and misusing completed suffixes. Many of the detected errors have been found out to have been made due to interference. Besides, many of the errors have been made because of generalizing some rules in first foreign language. The results obtained from this study also support this information.