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

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

Gülhanim Ünsal

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.

Anahtar Kelimeler

dil, yabancı dil öğretimi, öğrenme stratejileri, motivasyon

Kaynakça

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• 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.