Investigating Syntactic and Morphological Differences in the Written Productions of Turkish Learners Based on the Learning Context

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dc.contributor.authorSönmez, Lebriz
dc.contributor.authorSeker, Meral
dc.date.accessioned2026-01-24T12:01:17Z
dc.date.available2026-01-24T12:01:17Z
dc.date.issued2024
dc.departmentAlanya Alaaddin Keykubat Üniversitesi
dc.description.abstractPurpose: The aim of this study is to investigate the potential impact of the learning context on learners’ written production. Comparing the syntactic and morphological errors, the study tries to find out whether there are differences between written language productions of learners learning Turkish in Turkey and the ones outside the target community. Design/Methodology/Approach: Following descriptive research method, the study adopted qualitative design through systematic content analysis to analyse the data gathered from 78 learners of Turkish at A2 proficiency level, in Turkey (N=42) and outside of Turkey (N=36). The statistical analyses were then carried out to identify the ratios and the categorical distributions of errors determined through error analysis. Findings: The results reveal that learning a language in the target context impacts writing performances significantly at syntactic and morphological level. Based on the findings, instructional implications are provided to enhance effective language input. Highlights: Writing, an important and functional skill in multiple domains, is one of the most challenging skills to master and requires receive sufficient and meaningful authentic language input. As Turkish possesses distinct characteristics compared to Germanic or Semitic Languages, learners of Turkish have additional challenges at language production level. Learners of Turkish display significant differences in the types of syntactic and morphological errors in their writing depending on their learning contexts. The learning context has impacts on the writing productions of learners. The results suggest that educators and program developers in the field of Turkish Language teaching need to consider the role of the context in learning a foreign language while incorporating the special linguistic characteristics of Turkish in designing their teaching programs, materials and lessons.
dc.identifier.doi10.24106/kefdergi.1473587
dc.identifier.endpage281
dc.identifier.issn2147-9844
dc.identifier.issue2
dc.identifier.startpage272
dc.identifier.trdizinid1298661
dc.identifier.urihttps://search.trdizin.gov.tr/tr/yayin/detay/1298661
dc.identifier.urihttps://doi.org/10.24106/kefdergi.1473587
dc.identifier.urihttps://hdl.handle.net/20.500.12868/4171
dc.identifier.volume32
dc.indekslendigikaynakTR-Dizin
dc.language.isoen
dc.relation.ispartofKastamonu Eğitim Dergisi
dc.relation.publicationcategoryMakale - Ulusal Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_TR-Dizin_20260121
dc.subjectTurkish language learning
dc.subjectWritten production
dc.subjectContextual variables
dc.subjectSyntactic errors
dc.subjectMorphological errors
dc.titleInvestigating Syntactic and Morphological Differences in the Written Productions of Turkish Learners Based on the Learning Context
dc.typeArticle

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