Relationship between Second Language Proficiency and Cognitive Styles: Example of 8th Grade French

Year 2005, Volume: 4 Issue: 1, 53 - 61, 26.06.2005

Mehtap Çakan

Abstract

This study aims to seek possible relationship between French proficiency as a
second language and cognitive style. Study consists of 258 eight grade students; 89 were
boys and 166 were girls. Cognitive style was assesses by Group Embedded Figures Test.
French achievement was assessed by the French Proficiency Test which is employed by
Louisiana State Department of Education and is a standard test. The proficiency test consists
of four sections; reading, listening, speaking and writing. Significant correlations were
obtained among cognitive style scores and reading and listening scores. Moreover, field
dependent and field independent students performed significantly different on the reading
and listening sections of the test. The field independent students outperformed their field
dependent counterparts. In terms of gender differences, boys and girls performed the same
on all four sections of the French test.

Keywords

Second language, cognitive style, academic achievement

Bilişsel Stiller ile Yabancı Dil Başarısı Arasındaki İlişki: 8. Sınıf Fransızca Örneği

Abstract

Bu araştırmanın amacı Fransızca’yı ikinci dil olarak öğrenen örencilerin Fransızca
başarıları ile bilişsel stilleri arasında nasıl bir ilişki olduğunu saptamaktır. Katılımcılar 89’ u
erkek, 166’sı kız, toplam 258 sekizinci sınıf öğrencisinden oluşmaktadır. Örencilerin
bilişsel stilleri Grup Saklı Figürler Testi (Grup Embedded Figures Test) ile saptanmıştır.
Örencilerin Fransızca başarıları ise Louisiana State Department of Education tarafından
kullanılan Fransızca Yeterlik Testi (French Proficiency Test) ile saptanmıştır. Standart olan
bu test örencilerin dört dil becerisini ölçmek üzere okuma, dinleme, konuşma ve yazma
bölümlerinden oluşmaktadır. Araştırmada örencilerin konuşma ve yazma testleri hariç diğer
alt bölümlerdeki ve toplamdaki Fransızca başarıları ile bilişsel stillleri arasında anlamlı bir
ilişki bulunmuştur. Aynı şekilde alana bağlı ve alandan bağımsız öğrencilerin okuma ve
dinleme başarıları arasında da anlamlı fark bulunmuştur. Cinsiyet açısından bakıldığında hiç
bir alt testte kız ve erkek öğrencilerin başarıları arasında anlamlı fark bulunmamıştır.

Keywords

Yabancı dil, bilişsel stil, akademik başarı

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