Problems Experienced by Prospective Turkish Teachers in Paragraph Development Process

Esra Nur Ti̇Ryaki,Gülşat Bi̇Can

doi:10.7575/aiac.ijels.v.9n.4p.103

Abstract

It is observed that individuals have problems in written expression in the Turkish education system, and a permanent solution can not be developed to solve these problems. Therefore, the primary objective of this research is to determine the problems of prospective Turkish teachers in paragraph creation. This research was carried out in the descriptive survey model. The study group consists of 88 students studying in the 3rd grade at Hatay Mustafa Kemal University in the 2018-2019 academic year. In the data collection process, the “paragraph creation problem inventory” developed by the researchers was used in the study. According to research results, it was found that the students suffered the most in “inability to create an introductory paragraph” (n=86), “inability to maintain the thought unity in the paragraph” (n=84), and “inability to develop thought in the paragraph” (n=83). In this study, solutions to the problems experienced by the students were also presented. The study findings are expected to contribute to teaching paragraph development.

Highlights

The most basic way of conveying people’s feelings and thoughts permanently is writing
This study reveals what kind of mistakes the prospective language teachers, who have an important role in writing teaching, make in paragraph development, which is considered the basis of text creation, and in which aspect they need support
This research was carried out to identify the problems experienced by prospective Turkish teachers when writing paragraphs that make up a text

Summary

Introduction

The most basic way of conveying people’s feelings and thoughts permanently is writing. Writing, which is a concrete indicator of language, is a field that develops gradually. Writing is one of the skills most affected by technological developments, unlike other skill areas. In addition to the aspect of the act of writing that develops with the development of thinking and reading, it is necessary to support writers to adapt to new types and forms of writing with today’s technological advances. In addition to the continuity of the writing skills, “it is known that it is a complex process in which more than one application takes place simultaneously” There is a need for wellequipped teachers who guide the transfer of current knowledge and current knowledge with new practices, along with technical knowledge and skills, to support writing skills

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Conclusion