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Bu araştırma, Fransızcanın yabancı dil olarak öğreniminde üniversite öğrencilerinin kullandıkları öğrenme stratejilerini belirlemeyi amaçlamaktadır. Bu amaç doğrultusunda, yabancı dil öğrenme sürecinde kullanılan dil öğrenme stratejileri ile farklı değişkenler (stratejilerin kullanım düzeyleri, cinsiyet, sınıf düzeyi, not ortalaması ve yabancı dil İngilizce seviyeleri) arasındaki ilişki saptanmaya çalışılmıştır.
Araştırmada betimsel tarama modeli kullanılmış, veriler nicel veri toplama tekniği ile elde edilmiştir. Araştırmanın katılımcıları, bir devlet üniversitesinde Fransızca Hazırlık ve Fransız Dili ve Edebiyatı Bölümünde öğrenim gören toplam 136 (100 kız, 36 erkek) gönüllü öğrenciden oluşmaktadır. Veri toplama aracı olarak, Özçelik (2012) tarafından Oxford (1990)’un “Dil Öğrenme Stratejileri Sınıflaması”na dayalı olarak geliştirilen “Yabancı Dil Öğrenme Stratejileri Ölçeği” (YDÖSÖ) kullanılmıştır. Elde edilen veriler, SPSS 22.0 paket programı kullanılarak betimsel istatistiklerle (ortalama, frekans, yüzde, standart sapma, bağımsız t-testi, Anova, Sheffe, Levene testi) analiz edilmiştir. Araştırma sonuçlarına göre, üniversite öğrencilerinin üst-bilişsel ve telafi stratejilerine yüksek düzeyde sahip oldukları ve bunu sırayla sosyal, bilişsel, bellek, duyuşsal ve diller arası stratejilerin izlediği görülmüştür. Strateji kullanımının öğrenenin dile daha çok hâkim olduğu 4. sınıf düzeyinde diğer sınıf düzeylerine göre daha yüksek olduğu saptanmıştır. Ayrıca orta ya da yüksek düzeyde başarılı olan öğrencilerin dil öğrenme stratejilerini başarısız öğrencilerden daha fazla kullandıkları görülmüştür.
This study aims to identify the learning strategies that university students use in learning French as a foreign language. For this purpose, the relationship between the language learning strategies used in the foreign language learning process and the different variables (strategies use levels, gender, class level, score average and foreign language English level) has been tried to be identified.
In the research, the visual scanning model was used, the data was obtained through the quantum data collection technique. The research participants consist of a total of 136 (100 girls, 36 men) volunteer students studying in the French Preparation and French Language and Literature Department at a state university. As a data collection tool, the "External Language Learning Strategies Scale" (External Language Learning Strategies Scale) was developed on the basis of Oxford (1990)'s "Classification of Language Learning Strategies" (External Language Learning Strategies Scale) by Essential (2012). The obtained data were analyzed using the SPSS 22.0 package program with visual statistics (medium, frequency, percentage, standard deviation, independent t-test, Anova, Sheffe, Levene test). According to the research results, university students have a high level of supernova and compensatory strategies and followed by social, cognitive, memory, sensual and interlingual strategies. The use of strategy has been found to be higher in the 4th class level than in the other class levels where learning is more dominant in the language. It has also been shown that middle or high-level successful students use language learning strategies more than failure students.
This research aims to determine the learning strategies used by university students in learning French as a foreign language. For this purpose, the relationship between language learning strategies used in the foreign language learning process and different variables (levels of use of strategies, gender, grade level, grade point average and foreign language English levels) was tried to be determined.
The descriptive survey model was used in the research, and the data were obtained with the quantitative data collection technique. The participants of the study consisted of 136 (100 females, 36 male) volunteer students studying at the French Language and Literature Department at a state university. As a data collection tool, the "Foreign Language Learning Strategies Scale" (FLSS) developed by Özçelik (2012) based on Oxford’s (1990) "Language Learning Strategies Classification" was used. The obtained data were analyzed with descriptive statistics (mean, frequency, percentage, standard deviation, independent t-test, Anova, Sheffe, Levene test) using the SPSS 22.0 package program. According to the results of the research, it was seen that university students have high level of meta-cognitive and compensatory strategies, followed by social, cognitive, memory, affective and interlingual strategies, respectively. It has been determined that strategy use is higher at the 4th grade level, where the learner has more command of the language, compared to other grade levels. In addition, it has been observed that students who are moderately or highly successful use language learning strategies more than unsuccessful students. There was no significant difference between the French foreign language learning strategies and the English level of the students.
Field : Eğitim Bilimleri; Filoloji; Güzel Sanatlar; Hukuk; İlahiyat; Sosyal, Beşeri ve İdari Bilimler; Spor Bilimleri
Journal Type : Uluslararası
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