Özet:

In this study developments from past to today and effective theories of thefield were reviewed first with the help of a short literature review regardingthe concepts such as learning, language learning, language acquisition andforeign language learning. Then cognitive, metacognitive and affectivestrategies were mentioned after reviewing the studies regarding the conceptof general learning strategy. In the survey part of the study, we tried todefine the level of learning strategy use for 59 students that study in theDepartment of French Translation and Interpreting with the help of scales.In addition to these 59 students, 33 students were asked to tell how they consider their learning level and to define the causes if they had difficultyin learning. After comparison of the data, students were classified into threecategories including “students with success”, “students with limited success” and “students with having difficulty in learning”. Then, these students were examined to understand whether there was a relationshipbetween these success levels and level of strategy use. Although the study showed that cognitive and metacognitive strategy levelsof the students with success were higher than others, we also gained findings showing that there was not a relationship between level of socialaffective strategy use and level of success. There is parallelism between thedata obtained from the items of the survey with which the students within thecategories “limited success” and “having difficulty” evaluate their successlevels and level of strategy use except for level of social affective strategyuse

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