Özet:

The aim of this study is to identify the language learning profiles of university students who learn French as a second foreign language (L2) and to determine whether there is a meaningful difference between the variables such as class, gender, graduate high school type, first foreign language level (L1) and the relationship between the students' attitudes towards the written narrative course with foreign language learning profiles. The examples of the study are made by 221 students who study French as a second foreign language in Pamukkale University, the Faculty of Sciences and Literature, the Department of French Language and Literature and the Department of English Language and Literature. The data used in the study was obtained using the Student Attitude Measurement Measurement Measurement Measurement Measurement Measurement Measurement Measurement Measurement Measurement Measurement Measurement Measurement Measurement Measurement Measurement Measurement Measurement Measurement Measurement Measurement Measurement Measurement Measurement Measurement Measurement Measurement Measurement Measurement Measurement Measurement Measurement Measurement Measurement Measurement. According to the findings of the study, the majority of students (61.1%) show learning profiles at the high and middle (38%). A meaningful and positive relationship is established between the students' foreign language learning profiles and their attitudes towards the written narrative course. There was a significant difference between the students’ class and first foreign language level variables in foreign language learning profiles, but there was no significant difference in the type of high school graduated. In the gender-variant assessment of foreign language learning profiles, no significant gender difference was observed in the second foreign language learning profiles of students.

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