REDUIRE L’ANXIETE LANGAGIERE EN PRODUCTION ORALE: JEUX DE ROLES EN FLE (KONUŞMA KAYGISINI AZALTMAK: FRANSIZCA YABANCI DİL SINIFINDA ROL YAPMA TEKNİĞİ)

Yıl 2016, Cilt: 4 Sayı: 7, 73 - 102, 20.04.2016

Sibel Çapan Tekin , Veda Aslım Yetiş

https://doi.org/10.20304/husbd.93239

Cited By: 1

Öz

L’objectif principal de cette étude a été de déterminer le niveau d’anxiété d’apprenants de français langue étrangère (FLE) et d’utiliser une technique appropriée pour la réduire. Pour ceci les jeux de rôles, qui permettent aux apprenants d’être plus actifs, motivés et créatifs, ont été utilisés. Avec un échantillon de 17 apprenants de FLE suivant le cours de production orale, il a été collecté des données quantitatives et qualitatives. Un questionnaire d’anxiété à parler (FLSAS) pour déterminer leur niveau d’anxiété a été administré avant et après l’intervention qui consistait à réaliser 8 semaines de leçons de production orale avec jeux de rôles. Avant l’intervention, les apprenants ont également participé à un examen de production orale (test préliminaire). Afin de voir si une différence s’avérait dans leur niveau d’anxiété selon que leur niveau de langue augmentait, un second examen s’est fait après l’intervention. A l’aide d’un entretien semi-dirigé, il a été cherché à connaître les opinions des apprenants concernant les effets des jeux de rôles. L’analyse des résultats quantitatifs ont montré que ces jeux engendraient une diminution du niveau d’anxiété et une hausse de la compétence de production orale. Selon les données qualitatives, les jeux de rôles diminuent l’anxiété à parler, créent un environnement d’apprentissage plus créatif, renforcent les autres compétences linguistiques des apprenants et permettent une interaction culturelle.

Mots clés: Anxiété langagière, Jeux de rôles, Production orale, Français langue étrangère

KONUŞMA KAYGISINI AZALTMAK: FRANSIZCA YABANCI DİL SINIFINDA ROL YAPMA TEKNİĞİ

Öz: Bu çalışma Fransızca yabancı dil öğrencilerinin kaygı düzeylerini ve var olan kaygıyı uygun bir öğretim tekniği ile azaltmayı hedeflemektedir. Bunu gerçekleştirebilmek için, öğrencilere daha yaratıcı, daha aktif ve daha fazla motive olma imkânı tanıyan rol yapma tekniğine başvurulmuştur. Çalışmanın örneklemini, Anadolu Üniversitesi 2012-2013 Öğretim yılı Fransızca Öğretmenliği Programı’nda Konuşma Becerileri dersine kayıtlı 17 birinci sınıf öğrencisi oluşturmaktadır. Veriler, nicel ve nitel veri toplama yöntemleri kullanılarak elde edilmiştir. Örneklemin uygulama öncesi ve sonrası konuşma kaygı düzeyini belirlemek için bir yabancı dil konuşma kaygı ölçeği (FLSAS) uygulanmış ve akademik başarıyı ölçmek için konuşma sınavı yapılmıştır. Uygulamanın ardından, rol yapma tekniğinin konuşma kaygısı üzerindeki etkilerini belirlemek ve uygulamaya ilişkin öğrencilerin fikirlerini öğrenmek için 17 öğrenciye yarı yapılandırılmış bir mülakat uygulanmıştır. Çalışmanın nitel ve nicel verileri, 8 hafta süren rol yapma tekniği uygulanmasının öğrencilerin konuşma kaygısı üzerinde anlamlı bir fark yarattığı sonucunu ortaya çıkarmıştır. Öntest ve sontest sonuçları karşılaştırıldığında öğrencilerin kaygı düzeyinde bir azalma olduğu ve rol yapma tekniği ile gerçekleştirilen konuşma derslerinden sonra akademik başarıda bir artış olduğu görülmüştür. Mülakat analizlerine göre rol yapma tekniği, konuşma kaygısını yok etmede önemli bir rol oynamıştır. Ayrıca, daha yaratıcı bir öğrenme ortamı oluşmasına, öğrencilerin diğer dil becerilerini geliştirmesine ve kültürel etkileşimin sağlanmasına yardımcı olmuştur. En önemlisi de, bu uygulama öğrencilerin toplum önünde kendilerini daha iyi ifade edebilmesi, özgüvenini kazanması, daha cesaretli olması konusunda katkı sağlamıştır.

Anahtar Sözcükler: Dil Kaygısı, Rol Yapma Tekniği, Sözlü İletişim, Yabancı dil olarak Fransızca

DECREASE LANGUAGE ANXIETY IN SPEAKING: ROLE PLAY IN FRENCH FOREIGN LANGUAGE CLASS

Abstract: The main purpose of this study is to provide a better understanding of the anxiety level of a group of French language learners and to reduce this anxiety by appropriate teaching techniques. Role play, which is believed to encourage students in groups to be more creative, active, and motivated, is used. The participants of the study are 17 first-grade students who signed up for speaking class at the Department of French Language Teaching. Both qualitative and quantitative data were gathered. Foreign Language Student Anxiety Scale (FLSAS) was used as a pre and post-test to identify the anxiety level of the participants, and a speaking exam was administered to evaluate their speaking proficiency. After the treatment, a semi-structured interview was conducted with all the participants to find out the effect of role play technique on speaking anxiety and participants’ belief about the process. The findings show that this 8-week-role play treatment resulted in a statistically significant difference between the pre and post test results of the participants. When the test findings were compared, it was observed that the anxiety level of the participants decreased, and their speaking proficiency developed. The interview data revealed that role play technique played a key role in reducing the participants’ anxiety level. It also created a more creative learning environment, enhanced the participants’ other language skills, and enabled cultural interaction.

Keywords: Language Anxiety, Role Play, Speaking, French as a Foreign Language

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