Türkçeyi Doğru Kullanıyor muyuz? Türkçe Öğretmeni Adaylarının Yazılarındaki Yazım ve Noktalama Hatalarının Tespit Edilmesi

Abstract

Language plays a fundamental role not only as a primary tool of effective communication among individuals but also in the structuring and transmission of thought. Written expression, as a mode of language use, requires the correct, clear, and effective employment of linguistic elements, with adherence to spelling and punctuation rules being an indispensable component of this process. In particular, the ability of teacher candidates to accurately apply spelling and punctuation rules directly influences both their individual communication competencies and their professional qualifications. In this context, examining Turkish teacher candidates’ knowledge and application levels regarding spelling and punctuation rules provides important insights into enhancing the quality of language education. Accordingly, the aim of this study is to determine the knowledge and application levels of Turkish teacher candidates concerning spelling and punctuation rules. The study was conducted using a qualitative research design, specifically a case study method. Data were collected through interview forms, fill-in-the-blank exercises, and dictation practices. The study group consisted of 84 volunteer Turkish teacher candidates from different year levels. The collected data were analyzed through content analysis. The findings revealed that although teacher candidates possess a general knowledge of spelling and punctuation rules, they experience difficulties in applying this knowledge correctly and consistently during written expression. In particular, high error rates were identified in the use of basic punctuation marks such as commas, semicolons, question marks, and colons. Significant deficiencies were also observed in areas such as the spelling of compound words, the correct use of conjunctions (de and ki), the use of capital letters, and the use of the circumflex accent. Furthermore, frequent mistakes were found in the spelling of foreign-origin words. Based on these findings, it is recommended that the teaching of spelling and punctuation rules be supported with practice-oriented activities, that teacher candidates be encouraged to develop self-assessment habits in written expression, and that they be guided to follow current developments in language use.