FRENCH LEARNERS’ OPINION ABOUT THE EFFECT OF STUDY ABROAD EXPERIENCE ON LANGUAGE LEARNING

Yıl 2015, Sayı: 5, 131 - 140, 01.08.2015

Canan Aydınbek

Öz

According to the majority of learners and educators, the best way to learn a second language is to live in a country where this language is spoken. To become proficient, study abroad is admitted as ‘sine qua non’. Several studies demonstrated the positive effect of study abroad. But, they usually measured language gains by test scores. Fewer studies consider the value of learner’s views of their personal and linguistic development. The aim of this study is to enlighten the perceptions of Turkish learners of French about study abroad and how a L2 is learned. The data was obtained by a semi-structured interview. The participants are six candidate French teacher studying at French Language Teaching Department of Anadolu University. They studied in France during 2012-2013 academic year, with Erasmus exchange program. According the results, the oral skills of participants have improved and their self-confidence have developed after the experience.

Anahtar Kelimeler

study abroad experience, foreign language learning, proficiency, fluency

FRANSıZCA ÖĞRETMEN ADAYLARıNıN YURTDıŞı EĞITIMIN DIL ÖĞRENMEYE ETKISI ILE İGILI GÖRÜŞLERI

Öz

Öğrenci ve öğretmenlerin çoğuna göre, bir yancı dil öğrenmenin en iyi yolu o dilin konuşulduğu ülkede belli bir süre yaşamaktır. Bir yabancı dili çok iyi öğrenmenin olmazsa olmaz koşulu yurtdışı eğitim olarak kabul edilir. Birçok araştırma sonuçları yurtdışı deneyimin yabancı dil düzeyi üzerindeki olumlu etkisini göstermiştir. Ancak, bu araştırmalar genellikle başarıyı dil testlerinden elde edilen notlarla ölçmüştür. Bu çalışmanın amacı Fransızca öğrenen Türk öğrencilerin yurtdışı deneyimleri ile ilgili görüşlerini ve genel olarak bir yabancı dilin nasıl öğrenildiği konusundaki algılarını ortaya çıkarmaktır.Veri toplama aracı olarak yarı yapılandırılmış görüşme kullanılmıştır. Katılımcılar, Anadolu Üniversitesi, Eğitim Fakültesi, Fransız Dili Eğitimi Anabilim Dalında öğrenim gören ve Erasmus değişim programı ile 2012-2013 öğretim yılında bir ya da iki dönem Fransada öğrenim görmüş olan 6 fransızca öğretmen adayıdır. Sonuçlara göre öğrencilerin yurt dışı deneyimden sonra özellikle sözlü dil becerileri ilerlemiş (akıcılık düzeyleri artmış) ve özgüven düzeyleri artmıştır.

Anahtar Kelimeler

yurtdışı eğitim deneyimi, yabancı dil öğrenme, yeterlilik, akıcılık.

Kaynakça

• Amuzie, G.L., &Winke, P. (2009). Changes in language learning beliefs as a result of study abroad. System, 37, 366-379.
• Brown, H.D. (1994). Principles of language learning and teaching. New Jersey: Prentice Hall Regents.
• Creswell, J. W. (2007). Qualitative Inquiry&Research Design. California:Sage Publications.
• Day, R. (1986). Talking to learn. conversation in second language acquisition. Rowley, Mass: Newbury House.
• Deweale, J.M. (1992). L’omission du “ne” dans deux styles oraux d’interlangue française. Interface. Journal of Applied Linguistics, 7,1, 3-17.
• Doughty, C. (1991). Second language instruction does make a difference: Evidence from an empirical study on SL relativisation. Studies in Second Language Acquisition, 13, 431-69.
• DuFon, M.A., & Churchill, E. (Ed.). (2006). Evolving threads in study abroad research, Language Learners in Study Abroad Contexts. Clevedon: Multilingual Matters.
• Freed, B.F. (1998). An overview of ıssues and research in language learning in a study abroad setting, Frontiers: The Interdisciplinary Journal of Study Abroad, 4, 2, 31-60, Fall (29.09.2014). http://www.frontiersjournal.com/issues/vol4/index.htm.
• Kinginger C. (2008). Language learning in study abroad: Case studies of americans in France, The Modern Language Journal, 92, 1, 1-124, December, 2008. DOI: 10.1111/j.1540-4781.2008.00821.x (29.09.2014). Lafford, B. (Ed). (1995). Getting into, through and out of a survival situation: A comparison of communicative strategies used by students studying spanish abroad and “at home”. Second Language Acquisition in a Study Abroad Context. Amsterdam and Philadelphia: John Benjamins.
• Laudet, C. (1993). Oral performance of erasmus students: An assessment. Teanga,14, 13- 28.
• Miles, .B., Huberman, A. M. & Saldaña, J. (2014). Qualitative Data Analysis. California: Sage Publications.
• Niżegorodcew, A. (2007). Input for instructed language learners: The relevance of relevance. Clevedon: Multilingual Matters.
• Rivers W.P. (1998). Is being there enough? The effects of homestay placements on language gain during study abroad. Foreign Language Annals, 31, 4, 492-500.
• Wilkinson, S. (1995). Foreign language conversation and the study abroad transition: A case study. Unpublished doctoral dissertation, Pennsylvania State University.
• Wilkinson, S. (1998). On the nature of immersion during study abroad: Some participant perspectives. Frontiers: The Interdisciplinary Journal of Study Abroad, 4 (29.09.2014) http://www.frontiersjournal.com/issues/vol4/index.htm.
• Wilkinson, S. (2008). Study abroad from the participants perspective: A challenge to common belief, Foreign Language Annals, 31, issue 1. Vija G. Mendelson, “Hindsights is 20/20:” Student Perceptions of Language Learning and the Study Abroad Experience.