BibTex RIS Cite

-

Year 2013, Volume: 28 Issue: 28-1, 92 - 104, 01.06.2013

Şule Çelik Korkmaz

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.

References

  • Andersan, N.J. (2005). L2 Strategy research. In E. Hinkel (Ed). Handbook of research in second language teaching and learning (pp. 752-772).Mahwah, NJ: Lawrence Erlbaum Associates.
  • Badea, O. (2009). Acquisition vs. learning of a second language: English negation, Philologica Jassyensia, V( 1), 89–94.
  • Brady, A. & Shinohara, Y. (2000). Principles and activities for a transcultural approach to additional language learning, System, 28, 305-322.
  • Breidbach, S. (2002). European communicative integration: The function of foreign language teaching for thedevelopment of a European public sphere, Language, Culture, and Curriculum, 15 (3), 273-283.
  • Bulajeva, T. & Hogan-Brun, G. (2010). Introducing early foreign language education in the Baltic context, Comparative Education, 46 (1), February, 79–97
  • Bono, M. & Stratilaki, S. (2009). The M-factor, a bilingual asset for plurilinguals? Learners’ representations, discourse strategies and third language acquisition in institutional contexts, International Journal of Multilingualism, 6 (2), 2072
  • Bull, S. & Ma, Y. (2001). Raising learner awareness of language learning strategies in situations of limited resources, Interactive Learning Environments, 9 (2): 171-200.
  • Bull, S. (1997). Promoting effective learning strategy use in CALL, computer assisted language learning, 10 (1), 3-39.
  • Cenoz, J. & Jessner, U. (2000) (eds) English in Europe: The acquisition of a third language. Clevedon: Multilingual Matters. Cenoz, J., Hufeisen, B. & Jessner, U. (2001). Towards trilingual education, International Journal of Bilingual Education and Bilingualism. 4 (1).
  • Chun-huan, F. (2010). A correlational study of language learning motivation and strategies of Chinese undergraduate, Canadian Social Science, 6 (4), 202-209.
  • Clyne, M., Rossi Hunt, C. & Isaakidis, T. (2004). Learning a community language as a third language, The International Journal of Multilingualism, 1(1).
  • Council of Europe (2001). Cambridge University Press. Available on line: www.coe.int/lang
  • Çalışkan, M. & Sünbül, A. M. (2011). The effects of learning strategies instruction on metacognitive knowledge, using metacognitive skills and academic achievement (primary education sixth grade Turkish course sample), Educational Sciences: Theory & Practice, 11(1), 148-153, Winter.
  • Çetintaş, B. (2009). Foreign language teaching in Turkey during multilingualism process within European Union process, Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 37: 11-23.
  • Darancık, Y. (2008). İkinci yabancı dil öğretiminde alternatif yöntemlerin Almanca edebi metinlerle uygulanması, Unpublished Phd. Thesis in Çukurova Üniversitesi Sosyal Bilimler Enstitüsü, Ocak 2008, Adana.
  • Deniz, S. (2010). Student teachers’ evaluation of the motivational strategies used in foreign language teaching, Social Behaviour and Personality, 38(9), 1269-1286.
  • Demirel, Ö. (1991). Türkiye’de yabancı dil öğretmeni yetiştirmede karşılaşılan güçlükler, Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, Ankara: sayı 6, 25-39.
  • Du Bois, N. F. & Staley, R. K. (1997). A self-regulated learning approach to teaching educational psychology, Educational Psychology Review, 9(2).
  • Gao, F. (2010). Learning Korean language in China: motivations and strategies of non-Koreans, International Journal of Bilingual Education and Bilingualism, 13 (3), 273-284.
  • Grainger, P. (2005). Second language learning strategies and Japanese: Does orthography make a difference? System, 33, 327–339
  • Green,J.M. & Oxford,R.L., (1995). A closer look at learning strategies, L2 proficiency and gender. TESOL Quarterly, 29 (2), 261–297.
  • Griffiths, C. (2003). Patterns of language learning strategy use, System, 31, 367–383.
  • Hammarberg, B. (2009). Processes in third language acquisition, Edinburg University Press Ltd.
  • Hammarberg, B. & Williams, S. (2009). A study of third language acquisition, In B. Hammarberg (eds) Processes in Third Language Acquisition (pp. 17-28), Edinburg University Press Ltd.
  • Hammarberg, B. & Hammarberg, B. (2009). Re-setting the articulation of in the acquisition of new languages: A third language case study, In B. Hammarberg (eds) Processes in Third Language Acquisition (pp. 74-86), Edinburg University Press Ltd.
  • Hong- Nam, K. & Leavell, A. (2006). Language learning strategy use of ESL students in an intensive English learning Context, System, 34, 399–415.
  • Hsia, T. & Oxford, R. L. (2002). Comparing theories of language learning strategies: A confirmatory factor analysis, The Modern Language Journal, 86, iii, 0026-7902/02/368–383.
  • Humphreys, G. & Spratt, M. (2008). Many languages, many motivations: A study of Hong Kong students’ motivation to learn different target languages, System, 36, 313–335.
  • Jang, E. Y. & Jimenez, R. T. (2011). A sociocultural perspective on second language learner strategies: Focus on the impact of social context, Theory into Practice, 50, 141–148.
  • Jean-Claude, B. & Michael, B. (2002). Guide for the development of language education policies in Europe. From linguistic diversity to plurilingual education, Executive Version, language Policy Division Council of Europe.
  • Jessner, U. (2008). A DST model of multilingualism and the role of metalinguistic awareness, The Modern Language Journal, 92(2), 270–283.
  • Jing, L. (2010) A study on language learning strategies among the instructed EFL learners, US-China Foreign Language, 8(3), (Serial No.78), ISSN 1539-8080, USA.
  • Kemp, C. (2007). Strategic processing in grammar learning: Do multilinguals use more strategies? International Journal of Multilingualism, 4(4).
  • Lawes, S. & Santos, D. (2007). Teaching learning strategies: what do teachers learn? Language Learning Journal, 35 (2), 221–237.
  • Mcmulen, M. G. (2009). Using language learning strategies to improve the writing skills of Saudi EFL students: Will it really work? System, 37, 418-433.
  • Moore, D. (2006). Plurilingualism and strategic competence in context, International Journal of Multilingualism, 3(2).
  • Nayak, Hansen, Krueger, and McLaughlin (1990). Language-learning strategies in monolingual and multilingual adults, Language Learning, 40 (2), 221-244.
  • Oxford, R. L. (1990). Language learning strategies: What every teacher should know, Heinle & Heinle Publisher.
  • Park, G. (2010) Investigation into learning strategies used by effective and less effective EFL learners in Korea, Asian Social Science, 6(8).
  • Phakiti, A. (2003). A closer look at gender and strategy use in L2 reading, Language Learning, 53(4), 649–702.
  • Psaltou-Joycey, A. (2008). Cross-cultural differences in the use of learning strategies by students of Greek as a second language, Journal of Multilingual and Multicultural Development, 29 (4).
  • Pintrich, P. R. (1999). The role of motivation in promoting and sustaining self-regulated learning, International Journal of Educational Research, 31, 459- 470.
  • Riazi, A. (2007). Language learning strategy use: Perceptions of female Arab English majors, Foreign Language Annals, 40 (3), 433-440.
  • Santos, D. & Graham, Z. & Vanderplank, D. (2008). Second language listening strategy research: Methodological challenges and perspectives, Evaluation and Research in Education, 21(2), 111-133.
  • Sarıçoban, A. & Sarıcaoğlu, A. (2008). The effect of the relationship between learning and teaching strategies on academic achievement, Novitas-ROYAL (Research on Youth and Language), 2 (2), 162-175.
  • Segler, T. M & Pain, H. & Sorace, A. (2002). Second language vocabulary acquisition and learning strategies in ICALL environments, Computer Assisted Language Learning, 15 (4), 409-422
  • Sercu, L. (2007). Acquiring multilingualism at school. What translation tasks tell us about adolescents’ use of the multilingual lexicon, International Journal of Multilingualism, 4 (1).
  • Sung, K. (2011). Factors influencing Chinese language learners’ strategy use, International Journal of Multilingualism, 8 (2), 117-1
  • Tsaı, Y-R. & Ernst, C. & Talley, P. C. (2010). L1 and L2 strategy use in reading comprehension of Chinese EFL readers, Reading Psychology, 31, 1–29.
  • Tucker, G. R. (1998). A global perspective on multilinguism and multilingual education, In J. Cenoz and F. Genesee (eds) Beyond Bilingualism: Multilingualism and Multilingual Education (pp. 3-16). Clevedon: Multilingual Matters.
  • Uhl Chamot, A. (2005). Language learning strategy instruction: Current issues and research, Annual Review of Applied Linguistics, 25, 112–130.
  • Walters, S. (2007). Researching Bangladeshi pupils’ strategies for learning to read in (UK) primary school settings, Language Learning Journal, 35 (1), 51–64.
  • Wei, L. (2003). Activation of lemmas in the multilingual mental lexicon and transfer in third language learning. In J. Cenoz, B. Hufeisen and U. Jessner (eds) The Multilingual Lexicon (pp. 57-70). Dordrecht: Kluwer Academic.

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

Year 2013, Volume: 28 Issue: 28-1, 92 - 104, 01.06.2013

Şule Çelik Korkmaz

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.

References

  • Andersan, N.J. (2005). L2 Strategy research. In E. Hinkel (Ed). Handbook of research in second language teaching and learning (pp. 752-772).Mahwah, NJ: Lawrence Erlbaum Associates.
  • Badea, O. (2009). Acquisition vs. learning of a second language: English negation, Philologica Jassyensia, V( 1), 89–94.
  • Brady, A. & Shinohara, Y. (2000). Principles and activities for a transcultural approach to additional language learning, System, 28, 305-322.
  • Breidbach, S. (2002). European communicative integration: The function of foreign language teaching for thedevelopment of a European public sphere, Language, Culture, and Curriculum, 15 (3), 273-283.
  • Bulajeva, T. & Hogan-Brun, G. (2010). Introducing early foreign language education in the Baltic context, Comparative Education, 46 (1), February, 79–97
  • Bono, M. & Stratilaki, S. (2009). The M-factor, a bilingual asset for plurilinguals? Learners’ representations, discourse strategies and third language acquisition in institutional contexts, International Journal of Multilingualism, 6 (2), 2072
  • Bull, S. & Ma, Y. (2001). Raising learner awareness of language learning strategies in situations of limited resources, Interactive Learning Environments, 9 (2): 171-200.
  • Bull, S. (1997). Promoting effective learning strategy use in CALL, computer assisted language learning, 10 (1), 3-39.
  • Cenoz, J. & Jessner, U. (2000) (eds) English in Europe: The acquisition of a third language. Clevedon: Multilingual Matters. Cenoz, J., Hufeisen, B. & Jessner, U. (2001). Towards trilingual education, International Journal of Bilingual Education and Bilingualism. 4 (1).
  • Chun-huan, F. (2010). A correlational study of language learning motivation and strategies of Chinese undergraduate, Canadian Social Science, 6 (4), 202-209.
  • Clyne, M., Rossi Hunt, C. & Isaakidis, T. (2004). Learning a community language as a third language, The International Journal of Multilingualism, 1(1).
  • Council of Europe (2001). Cambridge University Press. Available on line: www.coe.int/lang
  • Çalışkan, M. & Sünbül, A. M. (2011). The effects of learning strategies instruction on metacognitive knowledge, using metacognitive skills and academic achievement (primary education sixth grade Turkish course sample), Educational Sciences: Theory & Practice, 11(1), 148-153, Winter.
  • Çetintaş, B. (2009). Foreign language teaching in Turkey during multilingualism process within European Union process, Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 37: 11-23.
  • Darancık, Y. (2008). İkinci yabancı dil öğretiminde alternatif yöntemlerin Almanca edebi metinlerle uygulanması, Unpublished Phd. Thesis in Çukurova Üniversitesi Sosyal Bilimler Enstitüsü, Ocak 2008, Adana.
  • Deniz, S. (2010). Student teachers’ evaluation of the motivational strategies used in foreign language teaching, Social Behaviour and Personality, 38(9), 1269-1286.
  • Demirel, Ö. (1991). Türkiye’de yabancı dil öğretmeni yetiştirmede karşılaşılan güçlükler, Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, Ankara: sayı 6, 25-39.
  • Du Bois, N. F. & Staley, R. K. (1997). A self-regulated learning approach to teaching educational psychology, Educational Psychology Review, 9(2).
  • Gao, F. (2010). Learning Korean language in China: motivations and strategies of non-Koreans, International Journal of Bilingual Education and Bilingualism, 13 (3), 273-284.
  • Grainger, P. (2005). Second language learning strategies and Japanese: Does orthography make a difference? System, 33, 327–339
  • Green,J.M. & Oxford,R.L., (1995). A closer look at learning strategies, L2 proficiency and gender. TESOL Quarterly, 29 (2), 261–297.
  • Griffiths, C. (2003). Patterns of language learning strategy use, System, 31, 367–383.
  • Hammarberg, B. (2009). Processes in third language acquisition, Edinburg University Press Ltd.
  • Hammarberg, B. & Williams, S. (2009). A study of third language acquisition, In B. Hammarberg (eds) Processes in Third Language Acquisition (pp. 17-28), Edinburg University Press Ltd.
  • Hammarberg, B. & Hammarberg, B. (2009). Re-setting the articulation of in the acquisition of new languages: A third language case study, In B. Hammarberg (eds) Processes in Third Language Acquisition (pp. 74-86), Edinburg University Press Ltd.
  • Hong- Nam, K. & Leavell, A. (2006). Language learning strategy use of ESL students in an intensive English learning Context, System, 34, 399–415.
  • Hsia, T. & Oxford, R. L. (2002). Comparing theories of language learning strategies: A confirmatory factor analysis, The Modern Language Journal, 86, iii, 0026-7902/02/368–383.
  • Humphreys, G. & Spratt, M. (2008). Many languages, many motivations: A study of Hong Kong students’ motivation to learn different target languages, System, 36, 313–335.
  • Jang, E. Y. & Jimenez, R. T. (2011). A sociocultural perspective on second language learner strategies: Focus on the impact of social context, Theory into Practice, 50, 141–148.
  • Jean-Claude, B. & Michael, B. (2002). Guide for the development of language education policies in Europe. From linguistic diversity to plurilingual education, Executive Version, language Policy Division Council of Europe.
  • Jessner, U. (2008). A DST model of multilingualism and the role of metalinguistic awareness, The Modern Language Journal, 92(2), 270–283.
  • Jing, L. (2010) A study on language learning strategies among the instructed EFL learners, US-China Foreign Language, 8(3), (Serial No.78), ISSN 1539-8080, USA.
  • Kemp, C. (2007). Strategic processing in grammar learning: Do multilinguals use more strategies? International Journal of Multilingualism, 4(4).
  • Lawes, S. & Santos, D. (2007). Teaching learning strategies: what do teachers learn? Language Learning Journal, 35 (2), 221–237.
  • Mcmulen, M. G. (2009). Using language learning strategies to improve the writing skills of Saudi EFL students: Will it really work? System, 37, 418-433.
  • Moore, D. (2006). Plurilingualism and strategic competence in context, International Journal of Multilingualism, 3(2).
  • Nayak, Hansen, Krueger, and McLaughlin (1990). Language-learning strategies in monolingual and multilingual adults, Language Learning, 40 (2), 221-244.
  • Oxford, R. L. (1990). Language learning strategies: What every teacher should know, Heinle & Heinle Publisher.
  • Park, G. (2010) Investigation into learning strategies used by effective and less effective EFL learners in Korea, Asian Social Science, 6(8).
  • Phakiti, A. (2003). A closer look at gender and strategy use in L2 reading, Language Learning, 53(4), 649–702.
  • Psaltou-Joycey, A. (2008). Cross-cultural differences in the use of learning strategies by students of Greek as a second language, Journal of Multilingual and Multicultural Development, 29 (4).
  • Pintrich, P. R. (1999). The role of motivation in promoting and sustaining self-regulated learning, International Journal of Educational Research, 31, 459- 470.
  • Riazi, A. (2007). Language learning strategy use: Perceptions of female Arab English majors, Foreign Language Annals, 40 (3), 433-440.
  • Santos, D. & Graham, Z. & Vanderplank, D. (2008). Second language listening strategy research: Methodological challenges and perspectives, Evaluation and Research in Education, 21(2), 111-133.
  • Sarıçoban, A. & Sarıcaoğlu, A. (2008). The effect of the relationship between learning and teaching strategies on academic achievement, Novitas-ROYAL (Research on Youth and Language), 2 (2), 162-175.
  • Segler, T. M & Pain, H. & Sorace, A. (2002). Second language vocabulary acquisition and learning strategies in ICALL environments, Computer Assisted Language Learning, 15 (4), 409-422
  • Sercu, L. (2007). Acquiring multilingualism at school. What translation tasks tell us about adolescents’ use of the multilingual lexicon, International Journal of Multilingualism, 4 (1).
  • Sung, K. (2011). Factors influencing Chinese language learners’ strategy use, International Journal of Multilingualism, 8 (2), 117-1
  • Tsaı, Y-R. & Ernst, C. & Talley, P. C. (2010). L1 and L2 strategy use in reading comprehension of Chinese EFL readers, Reading Psychology, 31, 1–29.
  • Tucker, G. R. (1998). A global perspective on multilinguism and multilingual education, In J. Cenoz and F. Genesee (eds) Beyond Bilingualism: Multilingualism and Multilingual Education (pp. 3-16). Clevedon: Multilingual Matters.
  • Uhl Chamot, A. (2005). Language learning strategy instruction: Current issues and research, Annual Review of Applied Linguistics, 25, 112–130.
  • Walters, S. (2007). Researching Bangladeshi pupils’ strategies for learning to read in (UK) primary school settings, Language Learning Journal, 35 (1), 51–64.
  • Wei, L. (2003). Activation of lemmas in the multilingual mental lexicon and transfer in third language learning. In J. Cenoz, B. Hufeisen and U. Jessner (eds) The Multilingual Lexicon (pp. 57-70). Dordrecht: Kluwer Academic.
There are 53 citations in total.

Details

Primary Language Turkish
Journal Section Makaleler
Authors

Şule Çelik Korkmaz This is me

Publication Date June 1, 2013
Published in Issue Year 2013 Volume: 28 Issue: 28-1

Cite

APA Korkmaz, Ş. Ç. (2013). Third Language Learning Strategies of ELT Learners Studying Either German or French. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 28(28-1), 92-104.