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Abstract

The present study mainly explores the most and the least frequently used language learning strategies of ELT learners when learning German or French as their L3. Comparing independent samples t-test results and mean scores of the groups, it was investigated whether there is any difference in the use of language learning strategies of both groups. Moreover, the study aimed at finding out whether there is a correlation between the learners’ strategy use and their success. The quantitative results revealed that the participants from both groups employed parallel strategies; compensation strategies emerged as the most frequently used ones whereas affective strategies appeared as the least frequently used ones. Moreover, no positive significant correlation was found between the use of strategies and the participants’ success except for the memory strategies used by learners who were studying French. In addition that negative correlation was found between the learners’ affective strategy use and academic success when learning German. The results were discussed in the light of the interview results.

Keywords

• Plurilinguism, Third language learning, Language learning strategies.

Third Language Learning Strategies of ELT Learners Studying Either German or French

Abstract

Bu çalışma, öncelikle, İngiliz Dili Eğitimi öğrencilerinin üçüncü dil olarak Almanca ya da Fransızca öğrenirken en çok ve en az sıklıkla kullandıkları dil öğrenme stratejilerini araştırmaktadır. Grupların bağımsız gruplar t-test ve ortalama sonuçları karşılaştırılarak, iki grubun strateji kullanımı arasında fark olup olmadığı da incelenmiştir. Ayrıca, öğrencilerin strateji kullanımları ve başarıları arasında bir ilişki olup olmadığını ortaya çıkarmak da amaçlanmıştır. Nicel sonuçlar iki gruptan katılımcıların paralel stratejiler kullandıklarını; telafi stratejilerinin en çok sıklıkla kullanılanlar ve duyuşsal stratejilerinin en az sıklıkla kullanılanlar olduğunu ortaya çıkartmıştır. Fransızca öğrenen öğrenciler tarafından kullanılan hafıza stratejileri dışında katılımcıların başarısı ve strateji kullanımları arasında pozitif bir ilişki bulunmamıştır. Üstelik Almanca öğrenen öğrencilerin duyuşsal strateji kullanımları ve akademik başarıları arasında negatif bir ilişki bulunmuştur. Sonuçlar mülakat sonuçları ışığında tartışılmıştır.

Keywords

• Çok dillilik, üçüncü dil öğrenme, Dil öğrenme stratejileri.

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