BibTex RIS Kaynak Göster

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Yıl 2013, Cilt: 44 Sayı: 44, 319 - 330, 01.06.2013

Öz

The object of this paper is to find out answers to such questions as whether students who learn French as their third language (L-3) ever refer to English, which they learned earlier as the second language (L-2); whether they develop learning strategies for French and whether their learning motivation supports their motivation while learning their third language, French. In this context, a questionnaire was administratedto 100 students of Translation & Interpretation in French in Kırıkkale University, 71 females and 29 males, who all started this program with at least one foreign language. In the study, the students have been grouped according to the average of the correct answers they gave in the English test in YDS exam (Central Foreign Language Exam for Language Programmes in Turkey). The study shows that there is a constant decrease in the average of the correct answers year by year, as a significant difference between the performances of the 1st nd year-students and 3rd th year-students in this English test has been found. The study demonstrates that the 3rd and 4th year students, who performed better in YDS, have benefited more from their English, which they learned as a second language while learning French as the third language. However, the study shows that there has’nt been found a significant difference at the developing of learning strategies and at the motivation levels.

Kaynakça

  • Adamczewski, H. (1973). Langage et créativité: réflexions sur la nature du langage et l’enseignement des langues, Neuchâtel: Bulletin Cila 18, 6-14
  • Aksan, D. (1995). Her yönüyle dil- ana çizgileriyle dilbilim, Ankara: Levent Yayınları.
  • Barbot, M.-J. (2001). Didactique des langues etrangères: les auto-apprentissages, Paris: Clé International Yayınları.
  • Baumgratz-Gangl, G. (1993). Compétence transculturelle et échanges éducatifs, Paris: Hachette Yayınları.
  • Brown, H. D. (1990). M&Ms for language classrooms? Another look at motivation. InJ. E. Alatis (Ed), Georgtown University round table on language and linguistics, Washington: Georgtown University Pres.
  • Brophy, J. (2004). Motivating students to learn, Mahwah: Lawrence Erlbaum Associates.
  • Cassirer, E. (1989). Essais sur le langage, Paris: Minuit Yayınları.
  • Castellotti, V. (2001). La langue maternelle en classe de langue étrangère, Paris: Clé İnternational Yayınları.
  • Chomsky, N. (1965). Aspects of the theory of syntax, Cambridge: MIT Press
  • Cüceloğlu, D. (1998). İnsan ve davranışı, İstanbul: Remzi Kitapevi.
  • Cry, P. (1998). Les stratégies d’apprentissage, Paris: Clé International Yayınları.
  • De Angelis, G. ve Selinker, L. (2001). Interlanguage transfer and competing linguistic systems in the multilingual mind, cross-linguistic ınfluence in third language acquisition: Psycholinguistic perspective, Clevedon:Multilingual Matters, 42-58.
  • Dede, M. (1983). Yabancı dil öğretiminde karşılaştırmalı dilbilim ve yanlış çözümlemesinin yeri, Ankara : TDK Yayınları, 379-380, 123-135
  • De Villers, M. E. (1992). Multidictionnaire des difficultés de la langue française, Québec: Editions Québec/Amérique.
  • Demircan, Ö. (1990). Yirminci yüzyıl dilbilimi, İstanbul: Multilingual Yayınları.
  • Demirel, Ö. (1999). İlköğretim okullarında yabancı dil öğretimi, İstanbul: M.E. B. Yayınları.
  • Démonque, C. (1993). Le languge, Paris: Hatier Yayınları.
  • Ducrot, O. ve Todorov, T. (1972). Dictionnaire encyclopédique des sciences du langage, Paris: Seuil Yayınları.
  • Fidan, N. (1997). Okulda öğrenme ve öğretme, Ankara: Alkım Yayınları.
  • Fries, C.C. (1945). Teaching and learning english as a foreign language, Michigan: University of Michigan Press.
  • Gardner, R. C. ve Lambert, W.E. (1972). Attitudes and motivasyon in second language learning, Rowley, Mass.: Newbury House Publishers.
  • Glowacka, B. (1999). L’Enseignant humaniste: esquisse pour un portrait, Paris: Le français dans le monde.
  • Griffiths, C. (2007). Language learning strategies: “student” and “teacher” perceptions. ELT Journal, 61(2), 91-99
  • Humboldt, V.W. (2000). Sur le caractère national des langues, Paris: Seuil Yayınları.
  • Ilgar, L. (2000). Eğitim yönetimi okul yönetimi sınıf yönetimi, İstanbul: Beta Yayınları.
  • Karip, E. (2007). Sınıf yönetimi, Ankara: Pegem A Yayınları.
  • Kaya, Z. (2002). Uzaktan eğitim, Ankara: Pegem A Yayınları.
  • Keskin, A. Motivasyon ve dikkatin öğrenme üzerinde etkisi, 002011 tarihinde http://egitim.aku.edu.tr/motivasyondikkat1.pdf. adresinden alınmıştır.
  • Kıran, Z. (2001). Dil edinimi ve dil öğretimi, Erzurum: Atatürk Üniversitesi, Kâzım Karabekir Eğitim Fakültesi Dergisi,5,1-5 Kıran, Z. (1996). Dilbilim akımları, Ankara: Onur Yayınları.
  • Kilimci, A. (1998). Anadilinde çocuk olmak, İstanbul: Papirüs Yayınları.
  • Korkut, E. (2004). Pour apprendre une langue étrangère, Ankara: ELP Pegem A Yayınları.
  • Krashen, S.D. (1982). Principles and Practice in second language acquisition, Oxford: Pergamon Press.
  • Kristeva, J. (1981). Le language, cet inconnu, Paris: Seuil Yayınları.
  • Lado, R. (1957). Linguistics across cultures, Ann Arbor, Michigan: University of Michigan Press.
  • Legendre, R. (1993), Dictionnaire actuel de l’éducation, Montréal,/Paris: Guérin/Eska.
  • Martinet, A. (1970). Eléments de linguistique générale, Paris: Armand Colin.
  • Martinez, P. (1996). La didactique des langues étrangères, Paris: PUF Yayınları.
  • Murphy, S. (2003). Second language transfer during third language acquisition, Columbia University Working Papers in TESOL and Applied Linguistics, 3, 1
  • Normand, C. (2000). Saussure, Paris: Les Belles Lettres Yayınları.
  • Oxford, L. R. (1990). Language learning strategies: what every teacher should know, New York: Newbury House Publishers.
  • Özdemir, E. (1983). Anadili öğretimi, Ankara: TDK, Türk Dili Aylık Dil ve Yazın Dergisi, Dil Öğretimi Özel Sayısı: 379380 Temmuz-Ağustos, Yıl:32, Cilt: XLVII, s.18-30
  • Özer, B. (2002). İlköğretim ve ortaöğretim okullarının eğitim programlarında öğrenme stratejileri, Ankara: Eğitim Bilimleri ve Uygulama. 1, 17-32.
  • Özer,B. 02011 tarihinde http://www.tarihportali.net/tarih/ogretmenlerin_yeni_goreviogrenmeyi_ogretmet8html;wap2= adresinden alınmıştır.
  • Roulet, E. (1980). Langue maternelle et langues secondes-vers une pédagogie intégrée-, France: Hatier Yayınları. Coll Lal.
  • Robert, P. (1989). Dictionnaire alphabétique et analogique de la langue française, Paris: Société du Nouveau Littré.
  • Saussure, F. de. (1968). Cours de linguistique générale, Paris: Payot Yayınları.
  • Saussure, F. de. (1998). Genel dilbilim dersleri, (Çev: Vardar, Berke), İstanbul: Multilingual Yayınları.
  • Tardif, J. (1992). Pour un enseignement stratégique: l’apport de la psychologie cognitive, Montréal: Les Editions Logiques
  • Ünal, E. (2009). Fransızcanın ikinci yabancı dil olarak öğrenilmesinde birinci yabancı dil ingilizcenin ve karşılaştırmalı dilbilgisinin rolü, yayınlanmamış yüksek lisans tezi, Çukurova Üniversitesi, Adana. EXPANDED ABSTRACT
  • The object of this paper is to find out answers to such questions as whether students who learn French as their third language ever refer to English, which they learned earlier as the second language; whether they develop learning strategies for French and whether their learning motivation supports their motivation while learning their third language, French. In this context, a questionnaire was administrated to 100 students of Translation & Interpretation in French in Kırıkkale University, 71 females and 29 males, who all started this program with at least one foreign language. In the study, the students have been grouped according to the average of the correct answers they have given in the English test in YDS exam (Central Foreign Language Exam for Language Programmes in Turkey). The study shows that there is a constant decrease in the average of the correct answers year by year, as a significant difference between the performance of the 1 st – 2 nd year-students and 3 rd - 4 th year-students in this English test has been found. In the study, the quantitative research approaches have been used. The research method is a descriptive survey model in accordance with aim of the study. The population of the study consists of 1 st , 2 nd , 3 rd , and 4 th year students who study translation & interpretation in French in the Department of Western Languages and Literatures in Kırıkkale University. The scope of the survey is composed of whole numbered 170 students. This scope can be represented with a sample of 100 persons with a %95 confidence interval and %6,3 error magrin. On the other hand, it is observed to be represented of the students evenly from all years and each year had representation with 25 each students in the scope. Besides, the females and males rate which composing the whole scope has been reflected to the sample, observing to the females and males rate; and thus %71 females and %29 males had representation also in the sample as in the scope. For sample selection, non-random deterministic sampling model has been used. In the study, the questionnaire has been used as the data collection tool. The data analysis of the research has been realized through SPSS 15.0 (Statistical Package for the Social Sciences) program. The research data are based on questions about the extent of the effect of English on learning French, the motivational contribution of English to French learning and the learning methods students have developed while learning a third language, taking an advantage of the second language learning experience. In the survey, there are close and open-ended questions, multiple-choice questions, gap-filling questions and items to determine the frequency level of the options. In the evaluation of the data, descriptive statistical methods have been used and the responses have been tabulated in frequency and percentage. In the evaluation of the data, in order to test the frequency and percental value with the significance level of the intergroup differences, t test have been used; and the open-ended questions have been evaluated qualitatively by making a content analysis. In the analysis of the data, reliability - alpha; ,672 and validity studies have been taken in this research. The aim of the study is to find out answers to the questions below: To what extent and in which subjects do you benefit from your English (your second language) as you learn the third one, French? Do you use any learning strategies while learning your third language, French? Do you get any learning motivation support your motivation as you learn your third language, French? There are a lot of definitions for the concept of strategy which has an indisputable place in teaching. An individual, during the learning process, uses various strategies, techniques and tactics, makes plans, goes through conscious or unconscious mental processes and demonstrates abilities such as observable problem solving techniques in the course of second language acquisition. In the study, three types of learning strategies are mentioned: metacognitive, cognitive and affective. Strategies most frequently used by the students in learning grammar, vocabulary and developing their reading, writing, speaking, listening and translation skills have been demonstrated. Motivation, which is one of the most important components of learning, is a very comprehensive and general concept that covers wishes, desires, necessities, motives and interests. It covers both emotional and cognitive elements. Motivation, which plays as an important role in the third language learning as in the second language learning, depends on personal factors such as stimulation and anxiety, needs, beliefs and objectives. In the study, three important factors that influence the motivation have been explained: expectation of the person to achieve his/her aim; the value of the aim for the person, the response of the person to the action to be taken. Consequently, the study demonstrates that the 3 rd and 4 th year students, who performed better in YDS, have benefited more from their English that they learned as a second language while learning French as the third language. it’s appeared that the students whose the readiness level for the second language English is high, at the thrid language French teaching process, their English is affected positively, that they profit more from the English about the vocabulary, tenses and syntax, that they translate mentally from English to Turkish and they make principally the comparisons with their English acquisitions. However, the study shows that there has’nt been found a significant difference at the developing of learning strategies and at the motivation levels. As a contribution to the field of foreign language teaching, this study conveys the message that a preparatory class for students of Translation & Interpretation in French should be established. Increasing the hours and improving the content of the basic courses will help students develop reading, writing, speaking and pronunciation skills in French. In addition to the Turkish-French, FrenchTurkish translation courses, such courses as English-French and French-English cross translation should be added to the instruction schedule. Students should be encouraged by teachers to speak French, use learning strategies and support motivation.

Fransızca Öğreniminde Birinci Yabancı Dil İngilizce, Öğrenme Stratejileri ve Motivasyonun Rolü

Yıl 2013, Cilt: 44 Sayı: 44, 319 - 330, 01.06.2013

Öz

İkinci yabancı dil olarak Fransızca öğrenen Kırıkkale Üniversitesi Batı Dilleri ve Edebiyatları Bölümü, Fransızca MütercimTercümanlık Anabilim Dalı öğrencilerinin birinci yabancı dil İngilizceyle (D-2) bağlantı kurup kuramadıkları, ikinci yabancı dilde (D-3) öğrenme stratejileri geliştirip geliştirmedikleri ve D-3’ü öğrenirken öğrenme motivasyonlarının öğrenmelerini destekleyip desteklemediği araştırılmıştır. Anket çalışması, Anabilim Dalı’na en az bir yabancı dil bilerek gelen 71 kız ve 29 erkek olmak üzere toplam 100 öğrenciye uygulanmıştır. Çalışmada, öğrencilerin Yabancı Dil Sınavında (YDS) yaptıkları netlerin aritmetik ortalaması bölüme girdikleri yıllara göre alınmış ve öğrencilerindoğru sayısına bağlı olarak oluşturulan aritmetik ortalamada yıldan yıla bir düşüş gözlemlenmiştir. Buna göre 1.ve 2. sınıf öğrencileri ile 3. ve 4. sınıf öğrencileri arasında İngilizce hazırbulunuşluk düzeyi açısından anlamlı bir fark olduğu saptanmıştır. Birinci yabancı dil İngilizcede hazırbulunuşluk düzeyleri yüksek olan öğrencilerinin, ikinci yabancı dil Fransızcayı öğrenirken birinci dilleri İngilizceden daha çok yararlandıkları ortaya çıkmıştır. Ancak, öğrenme stratejileri geliştirmede ve motivasyon düzeylerinde anlamlı bir farka rastlanmamıştır.

Kaynakça

  • Adamczewski, H. (1973). Langage et créativité: réflexions sur la nature du langage et l’enseignement des langues, Neuchâtel: Bulletin Cila 18, 6-14
  • Aksan, D. (1995). Her yönüyle dil- ana çizgileriyle dilbilim, Ankara: Levent Yayınları.
  • Barbot, M.-J. (2001). Didactique des langues etrangères: les auto-apprentissages, Paris: Clé International Yayınları.
  • Baumgratz-Gangl, G. (1993). Compétence transculturelle et échanges éducatifs, Paris: Hachette Yayınları.
  • Brown, H. D. (1990). M&Ms for language classrooms? Another look at motivation. InJ. E. Alatis (Ed), Georgtown University round table on language and linguistics, Washington: Georgtown University Pres.
  • Brophy, J. (2004). Motivating students to learn, Mahwah: Lawrence Erlbaum Associates.
  • Cassirer, E. (1989). Essais sur le langage, Paris: Minuit Yayınları.
  • Castellotti, V. (2001). La langue maternelle en classe de langue étrangère, Paris: Clé İnternational Yayınları.
  • Chomsky, N. (1965). Aspects of the theory of syntax, Cambridge: MIT Press
  • Cüceloğlu, D. (1998). İnsan ve davranışı, İstanbul: Remzi Kitapevi.
  • Cry, P. (1998). Les stratégies d’apprentissage, Paris: Clé International Yayınları.
  • De Angelis, G. ve Selinker, L. (2001). Interlanguage transfer and competing linguistic systems in the multilingual mind, cross-linguistic ınfluence in third language acquisition: Psycholinguistic perspective, Clevedon:Multilingual Matters, 42-58.
  • Dede, M. (1983). Yabancı dil öğretiminde karşılaştırmalı dilbilim ve yanlış çözümlemesinin yeri, Ankara : TDK Yayınları, 379-380, 123-135
  • De Villers, M. E. (1992). Multidictionnaire des difficultés de la langue française, Québec: Editions Québec/Amérique.
  • Demircan, Ö. (1990). Yirminci yüzyıl dilbilimi, İstanbul: Multilingual Yayınları.
  • Demirel, Ö. (1999). İlköğretim okullarında yabancı dil öğretimi, İstanbul: M.E. B. Yayınları.
  • Démonque, C. (1993). Le languge, Paris: Hatier Yayınları.
  • Ducrot, O. ve Todorov, T. (1972). Dictionnaire encyclopédique des sciences du langage, Paris: Seuil Yayınları.
  • Fidan, N. (1997). Okulda öğrenme ve öğretme, Ankara: Alkım Yayınları.
  • Fries, C.C. (1945). Teaching and learning english as a foreign language, Michigan: University of Michigan Press.
  • Gardner, R. C. ve Lambert, W.E. (1972). Attitudes and motivasyon in second language learning, Rowley, Mass.: Newbury House Publishers.
  • Glowacka, B. (1999). L’Enseignant humaniste: esquisse pour un portrait, Paris: Le français dans le monde.
  • Griffiths, C. (2007). Language learning strategies: “student” and “teacher” perceptions. ELT Journal, 61(2), 91-99
  • Humboldt, V.W. (2000). Sur le caractère national des langues, Paris: Seuil Yayınları.
  • Ilgar, L. (2000). Eğitim yönetimi okul yönetimi sınıf yönetimi, İstanbul: Beta Yayınları.
  • Karip, E. (2007). Sınıf yönetimi, Ankara: Pegem A Yayınları.
  • Kaya, Z. (2002). Uzaktan eğitim, Ankara: Pegem A Yayınları.
  • Keskin, A. Motivasyon ve dikkatin öğrenme üzerinde etkisi, 002011 tarihinde http://egitim.aku.edu.tr/motivasyondikkat1.pdf. adresinden alınmıştır.
  • Kıran, Z. (2001). Dil edinimi ve dil öğretimi, Erzurum: Atatürk Üniversitesi, Kâzım Karabekir Eğitim Fakültesi Dergisi,5,1-5 Kıran, Z. (1996). Dilbilim akımları, Ankara: Onur Yayınları.
  • Kilimci, A. (1998). Anadilinde çocuk olmak, İstanbul: Papirüs Yayınları.
  • Korkut, E. (2004). Pour apprendre une langue étrangère, Ankara: ELP Pegem A Yayınları.
  • Krashen, S.D. (1982). Principles and Practice in second language acquisition, Oxford: Pergamon Press.
  • Kristeva, J. (1981). Le language, cet inconnu, Paris: Seuil Yayınları.
  • Lado, R. (1957). Linguistics across cultures, Ann Arbor, Michigan: University of Michigan Press.
  • Legendre, R. (1993), Dictionnaire actuel de l’éducation, Montréal,/Paris: Guérin/Eska.
  • Martinet, A. (1970). Eléments de linguistique générale, Paris: Armand Colin.
  • Martinez, P. (1996). La didactique des langues étrangères, Paris: PUF Yayınları.
  • Murphy, S. (2003). Second language transfer during third language acquisition, Columbia University Working Papers in TESOL and Applied Linguistics, 3, 1
  • Normand, C. (2000). Saussure, Paris: Les Belles Lettres Yayınları.
  • Oxford, L. R. (1990). Language learning strategies: what every teacher should know, New York: Newbury House Publishers.
  • Özdemir, E. (1983). Anadili öğretimi, Ankara: TDK, Türk Dili Aylık Dil ve Yazın Dergisi, Dil Öğretimi Özel Sayısı: 379380 Temmuz-Ağustos, Yıl:32, Cilt: XLVII, s.18-30
  • Özer, B. (2002). İlköğretim ve ortaöğretim okullarının eğitim programlarında öğrenme stratejileri, Ankara: Eğitim Bilimleri ve Uygulama. 1, 17-32.
  • Özer,B. 02011 tarihinde http://www.tarihportali.net/tarih/ogretmenlerin_yeni_goreviogrenmeyi_ogretmet8html;wap2= adresinden alınmıştır.
  • Roulet, E. (1980). Langue maternelle et langues secondes-vers une pédagogie intégrée-, France: Hatier Yayınları. Coll Lal.
  • Robert, P. (1989). Dictionnaire alphabétique et analogique de la langue française, Paris: Société du Nouveau Littré.
  • Saussure, F. de. (1968). Cours de linguistique générale, Paris: Payot Yayınları.
  • Saussure, F. de. (1998). Genel dilbilim dersleri, (Çev: Vardar, Berke), İstanbul: Multilingual Yayınları.
  • Tardif, J. (1992). Pour un enseignement stratégique: l’apport de la psychologie cognitive, Montréal: Les Editions Logiques
  • Ünal, E. (2009). Fransızcanın ikinci yabancı dil olarak öğrenilmesinde birinci yabancı dil ingilizcenin ve karşılaştırmalı dilbilgisinin rolü, yayınlanmamış yüksek lisans tezi, Çukurova Üniversitesi, Adana. EXPANDED ABSTRACT
  • The object of this paper is to find out answers to such questions as whether students who learn French as their third language ever refer to English, which they learned earlier as the second language; whether they develop learning strategies for French and whether their learning motivation supports their motivation while learning their third language, French. In this context, a questionnaire was administrated to 100 students of Translation & Interpretation in French in Kırıkkale University, 71 females and 29 males, who all started this program with at least one foreign language. In the study, the students have been grouped according to the average of the correct answers they have given in the English test in YDS exam (Central Foreign Language Exam for Language Programmes in Turkey). The study shows that there is a constant decrease in the average of the correct answers year by year, as a significant difference between the performance of the 1 st – 2 nd year-students and 3 rd - 4 th year-students in this English test has been found. In the study, the quantitative research approaches have been used. The research method is a descriptive survey model in accordance with aim of the study. The population of the study consists of 1 st , 2 nd , 3 rd , and 4 th year students who study translation & interpretation in French in the Department of Western Languages and Literatures in Kırıkkale University. The scope of the survey is composed of whole numbered 170 students. This scope can be represented with a sample of 100 persons with a %95 confidence interval and %6,3 error magrin. On the other hand, it is observed to be represented of the students evenly from all years and each year had representation with 25 each students in the scope. Besides, the females and males rate which composing the whole scope has been reflected to the sample, observing to the females and males rate; and thus %71 females and %29 males had representation also in the sample as in the scope. For sample selection, non-random deterministic sampling model has been used. In the study, the questionnaire has been used as the data collection tool. The data analysis of the research has been realized through SPSS 15.0 (Statistical Package for the Social Sciences) program. The research data are based on questions about the extent of the effect of English on learning French, the motivational contribution of English to French learning and the learning methods students have developed while learning a third language, taking an advantage of the second language learning experience. In the survey, there are close and open-ended questions, multiple-choice questions, gap-filling questions and items to determine the frequency level of the options. In the evaluation of the data, descriptive statistical methods have been used and the responses have been tabulated in frequency and percentage. In the evaluation of the data, in order to test the frequency and percental value with the significance level of the intergroup differences, t test have been used; and the open-ended questions have been evaluated qualitatively by making a content analysis. In the analysis of the data, reliability - alpha; ,672 and validity studies have been taken in this research. The aim of the study is to find out answers to the questions below: To what extent and in which subjects do you benefit from your English (your second language) as you learn the third one, French? Do you use any learning strategies while learning your third language, French? Do you get any learning motivation support your motivation as you learn your third language, French? There are a lot of definitions for the concept of strategy which has an indisputable place in teaching. An individual, during the learning process, uses various strategies, techniques and tactics, makes plans, goes through conscious or unconscious mental processes and demonstrates abilities such as observable problem solving techniques in the course of second language acquisition. In the study, three types of learning strategies are mentioned: metacognitive, cognitive and affective. Strategies most frequently used by the students in learning grammar, vocabulary and developing their reading, writing, speaking, listening and translation skills have been demonstrated. Motivation, which is one of the most important components of learning, is a very comprehensive and general concept that covers wishes, desires, necessities, motives and interests. It covers both emotional and cognitive elements. Motivation, which plays as an important role in the third language learning as in the second language learning, depends on personal factors such as stimulation and anxiety, needs, beliefs and objectives. In the study, three important factors that influence the motivation have been explained: expectation of the person to achieve his/her aim; the value of the aim for the person, the response of the person to the action to be taken. Consequently, the study demonstrates that the 3 rd and 4 th year students, who performed better in YDS, have benefited more from their English that they learned as a second language while learning French as the third language. it’s appeared that the students whose the readiness level for the second language English is high, at the thrid language French teaching process, their English is affected positively, that they profit more from the English about the vocabulary, tenses and syntax, that they translate mentally from English to Turkish and they make principally the comparisons with their English acquisitions. However, the study shows that there has’nt been found a significant difference at the developing of learning strategies and at the motivation levels. As a contribution to the field of foreign language teaching, this study conveys the message that a preparatory class for students of Translation & Interpretation in French should be established. Increasing the hours and improving the content of the basic courses will help students develop reading, writing, speaking and pronunciation skills in French. In addition to the Turkish-French, FrenchTurkish translation courses, such courses as English-French and French-English cross translation should be added to the instruction schedule. Students should be encouraged by teachers to speak French, use learning strategies and support motivation.
Toplam 50 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Gülhanim Ünsal Bu kişi benim

Yayımlanma Tarihi 1 Haziran 2013
Yayımlandığı Sayı Yıl 2013 Cilt: 44 Sayı: 44

Kaynak Göster

APA Ünsal, G. (2013). Fransızca Öğreniminde Birinci Yabancı Dil İngilizce, Öğrenme Stratejileri ve Motivasyonun Rolü. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 44(44), 319-330.