Abstract:

The importance of knowing a foreign language is a fact accepted by everyone. Learning a foreign language requires an affective and functional education. The research on the relationship between foreign language learning level and cognitive and affective features is significant to create effective learning environments. This study, in accordance with this purpose, utilized one group pretest-posttest design and examined the relationship between foreign language learning level of university students in the preparatory school of foreign languages and their cognitive and affective features. 39% (n=86) of the participants consisted of the students are female, and 61% (n=122) are male. To determine the affective features within the framework of the study, Attitude Scale towards Foreign Language (Saracaloğlu,1992) and Academic Self-Concept Scale (Arseven, 1979) were utilized while in order to determine the cognitive features, the average of high school grade points, foreign language success in high school, attendance to courses and final grade in preparatory school were taken into consideration. The study determined that there are highly positive relationships between success level of foreign language preparatory class, and attitude towards foreign language, academic self-concept, success average of foreign language, average of high school diploma grade and attendance to courses.

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