Yabancı Dil Olarak Türkçe Öğretiminde Düzeltici Geri Bildirimin Etkisi
Feedback can generally be interpreted as the knowledge of how the message sent by the source has an effect on the other party. In this context, considering the teacher and student interaction, it can be said that one of the most important elements of foreign language teaching activities is feedback. In foreign language classes, source culture and target culture elements come face to face. In this case, learners of the target language make various mistakes. When these mistakes are made, it is thought that it is very important for students to realize their mistakes and to provide corrective feedback for permanent language learning. In this context, the aim of the study is to examine the effect of corrective feedback in teaching Turkish as a foreign language. For this purpose, descriptive survey method was used in the research. The sample of the research consists of foreign students studying at Bilecik Şeyh Edebali University TÖMER at B1 and higher level in the 2022-2023 academic year, selected by simple random assignment. In order to collect research data, a 40-item 5-point Likert-type scale developed by Kartchava (2016) was translated into Turkish and used. It is assumed that the scale translated into Turkish in the context of the researc is answered sincerely by the participants. The data obtained in the study were analyzed using SPSS statisticks package program. In addition frequency, percentage, arithmetic mean, t- test, one-way variance analysis were used to analyze the data. Based on the findings and comments obtained in the context of the analyzes, it was determined that corrective feedback positively affected the process of learning Turkish as a foreign language and increased the students’ interest in the lesson.
Teaching Turkish as a foreign language, Corrective feedback, Student opinions