Difficulties in Listening and Speaking in French Language Learning: The Strategies Adopted by Aviation Department Students
Öz
This study explores how aviation students learn French as a second foreign language, focusing on challenges in listening and speaking. Using a qualitative case study design, semi-structured interviews were conducted with 15 Aviation Management students selected through purposive sampling. Each interview lasted 40–50 minutes, and data were analyzed descriptively. Findings show that students’ motivation mainly stems from external factors such as course requirements and career goals, while intrinsic motives like cultural curiosity gradually emerge. Speaking anxiety was prominent, caused by fear of mistakes, pronunciation issues, and lexical retrieval problems. Listening difficulties were linked to speech speed and mismatches between spelling and pronunciation. Students coped through repetition, mimicry, subtitled media, self-recording, peer practice, and digital tools. French was seen as more anxiety-inducing than English due to later exposure and phonetic complexity. The study suggests using pronunciation workshops, authentic materials, and supportive, technology-enhanced classrooms. Key-words: French language learning, Listening and speaking skills, Second foreign language, Motivation and anxiety
Anahtar Kelimeler
French language learning Listening and speaking skills Second foreign language Motivation and anxiety
Etik Beyan
This study was conducted in accordance with scientific publication ethics. Ethical approval was obtained for the study from the Erzincan Binali Yıldırım University Educational Sciences Ethics Committee (Date: December 27, 2024; Approval No: E-88012460-050.04-416067.
Kaynakça
- Berber, G., & Kuru Gönen, S. İ. (2017). How do high- and low-anxious FL listeners employ FL listening comprehension strategies? Exploring student perspectives. Journal of Qualitative Research in Education, 5(3), 90–108. https://doi.org/10.14689/issn.2148-2624.1.5c3s4m
- Creswell, J. W. (2013). Nitel araştırma yöntemleri: Beş yaklaşıma göre nitel araştırma ve araştırma deseni (M. Bütün & S. B. Demir, Çev. Ed.). Siyasal Kitabevi.
- Dörnyei, Z., & Ottó, I. (1998). Motivation in action: A process model of L2 motivation. Working Papers in Applied Linguistics, 4, 43–69. Thames Valley University.
- Dörnyei, Z., & Ushioda, E. (2011). Teaching and researching: Motivation (2nd ed.). Routledge. https://doi.org/10.4324/9781315833750
- Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. Edward Arnold.
- Hanak, N. A., & Al Zboun, B. (2023). La compréhension orale en français langue étrangère à l’Université de Jordanie : Difficultés et stratégies d’apprentissage. Jordan Journal of Modern Languages & Literatures, 15(2), 515–536.
- Maulana, A., Musthafa, I., & Hayati, T. N. (2020). The efficiency of teaching listening and speaking skills to develop students’ communicative competences. Universal Journal of Educational Research, 8(3), 802–808. https://doi.org/10.13189/ujer.2020.080310
- Newton, J. M., & Nation, I. S. P. (2020). Teaching ESL/EFL listening and speaking (2nd ed.). Routledge. https://doi.org/10.4324/9780429203114
- Ozawa, M., Wilkens, R., Sugiyama, K., & François, T. (2024, July). Modéliser la facilité d’écoute en FLE : Vaut-il mieux lire la transcription ou écouter le signal vocal? In Proceedings of the 35èmes Journées d’Études sur la Parole (JEP 2024), 31ème Conférence sur le Traitement Automatique des Langues Naturelles (TALN 2024), 26ème Rencontre des Étudiants Chercheurs en Informatique pour le Traitement Automatique des Langues (RECITAL 2024) (Vol. 1, pp. 549–566). ATALA & AFPC.
- Oxford, R. (1990). Language learning strategies: What every teacher should know. Heinle & Heinle Publishers.
- Queirós, A., Faria, D., & Almeida, F. (2017). Strengths and limitations of qualitative and quantitative research methods. European Journal of Education Studies, 3(9), 369-387. https://doi.org/10.5281/zenodo.887089
- Roussel, S., Tricot, A., & Sweller, J. (2022). The advantages of listening to academic content in a second language may be outweighed by disadvantages: A cognitive load theory approach. British Journal of Educational Psychology, 92(2), 589-606. https://doi.org/10.1111/bjep.12468
- Singh, N. (2024). Contexte culturel français et son impact sur la motivation de l’apprentissage du FLE en Inde. Contextes didactiques, linguistiques et culturels, 2(3), 431-453.
- Sweller, J., Kirschner, P. A., & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41(2), 75-86.
- Winke, P. (2005). Promoting motivation in the foreign language classroom. CLEAR News: Center for Language Education and Research, 9(2), 1–6. Michigan State University.
- Wu, T. (2023). Reviewing the Anxiety and Motivation in Foreign Language Learning From the Perspectives of Definition and Classification. In M. Shelley, V. Akerson, & M. Unal (Eds.), Proceedings of IConSES 2023- International Conference on Social and Education Sciences (pp.371-379). ISTES Organization.
- Xu, W., Zhang, H., Sukjairungwattana, P., & Wang, T. (2022). The roles of motivation, anxiety, and learning strategies in online Chinese learning among Thai learners of Chinese as a foreign language. Frontiers in Psychology, 13, Article 962492. https://doi.org/10.3389/fpsyg.2022.962492
- Yu, H. (2021). A brief analysis of the application of listening teaching method in French teaching. World Scientific Research Journal, 7(11), 214-219. https://doi.org/10.6911/WSRJ.202111_7(11).0030
- Zheng, Y., & Cheng, L. (2018). How does anxiety influence language performance? From the perspectives of foreign language classroom anxiety and cognitive test anxiety. Language Testing in Asia, 8(13), 1–19. https://doi.org/10.1186/s40468-018-0065-4
Öz
Bu çalışma, havacılık öğrencilerinin ikinci yabancı dil olarak Fransızca öğrenme süreçlerini incelemekte ve özellikle dinleme ile konuşma becerilerinde karşılaştıkları güçlükleri ele almaktadır. Nitel durum çalışması deseninde yürütülen araştırmada, amaçlı örnekleme yoluyla seçilen 15 Havacılık Yönetimi öğrencisiyle yarı yapılandırılmış görüşmeler gerçekleştirilmiştir. Her görüşme yaklaşık 40–50 dakika sürmüş, elde edilen veriler betimsel olarak analiz edilmiştir. Bulgular, öğrencilerin motivasyonlarının büyük ölçüde ders gereklilikleri ve kariyer hedefleri gibi dışsal faktörlerden kaynaklandığını, ancak zamanla kültürel merak gibi içsel güdülerin de gelişmeye başladığını göstermektedir. Konuşma kaygısının, hata yapma korkusu, telaffuz zorlukları ve kelime bulmada yaşanan güçlüklerden kaynaklandığı belirlenmiştir. Dinleme güçlüklerinin ise konuşma hızına ve yazım ile telaffuz arasındaki uyumsuzluklara bağlı olduğu görülmüştür. Öğrencilerin bu güçlüklerle başa çıkmak için tekrar, taklit, altyazılı medya kullanımı, ses kaydıyla öz değerlendirme, akranla pratik yapma ve dijital araçlardan yararlanma gibi stratejilere başvurdukları saptanmıştır. Fransızcanın, daha geç öğrenilmeye başlanması ve fonetik karmaşıklığı nedeniyle İngilizceye kıyasla daha fazla kaygı uyandırdığı görülmüştür. Araştırma, telaffuz atölyeleri, özgün materyaller ve destekleyici, teknolojiyle zenginleştirilmiş öğrenme ortamlarının kullanılmasını önermektedir. Anahtar sözcükler: Fransızca öğrenimi, Dinleme ve konuşma becerileri, İkinci yabancı dil, Motivasyon ve kaygı
Anahtar Kelimeler
Fransızca öğrenimi Dinleme ve konuşma becerileri, İkinci yabancı dil Motivasyon ve kaygı
Etik Beyan
Bu çalışma, bilimsel yayın etiği ilkelerine uygun olarak yürütülmüştür. Çalışma için Erzincan Binali Yıldırım Üniversitesi Eğitim Bilimleri Etik Kurulu’ndan etik onay alınmıştır (Tarih: 27 Aralık 2024; Onay No: E-88012460-050.04-416067).
Kaynakça
- Berber, G., & Kuru Gönen, S. İ. (2017). How do high- and low-anxious FL listeners employ FL listening comprehension strategies? Exploring student perspectives. Journal of Qualitative Research in Education, 5(3), 90–108. https://doi.org/10.14689/issn.2148-2624.1.5c3s4m
- Creswell, J. W. (2013). Nitel araştırma yöntemleri: Beş yaklaşıma göre nitel araştırma ve araştırma deseni (M. Bütün & S. B. Demir, Çev. Ed.). Siyasal Kitabevi.
- Dörnyei, Z., & Ottó, I. (1998). Motivation in action: A process model of L2 motivation. Working Papers in Applied Linguistics, 4, 43–69. Thames Valley University.
- Dörnyei, Z., & Ushioda, E. (2011). Teaching and researching: Motivation (2nd ed.). Routledge. https://doi.org/10.4324/9781315833750
- Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. Edward Arnold.
- Hanak, N. A., & Al Zboun, B. (2023). La compréhension orale en français langue étrangère à l’Université de Jordanie : Difficultés et stratégies d’apprentissage. Jordan Journal of Modern Languages & Literatures, 15(2), 515–536.
- Maulana, A., Musthafa, I., & Hayati, T. N. (2020). The efficiency of teaching listening and speaking skills to develop students’ communicative competences. Universal Journal of Educational Research, 8(3), 802–808. https://doi.org/10.13189/ujer.2020.080310
- Newton, J. M., & Nation, I. S. P. (2020). Teaching ESL/EFL listening and speaking (2nd ed.). Routledge. https://doi.org/10.4324/9780429203114
- Ozawa, M., Wilkens, R., Sugiyama, K., & François, T. (2024, July). Modéliser la facilité d’écoute en FLE : Vaut-il mieux lire la transcription ou écouter le signal vocal? In Proceedings of the 35èmes Journées d’Études sur la Parole (JEP 2024), 31ème Conférence sur le Traitement Automatique des Langues Naturelles (TALN 2024), 26ème Rencontre des Étudiants Chercheurs en Informatique pour le Traitement Automatique des Langues (RECITAL 2024) (Vol. 1, pp. 549–566). ATALA & AFPC.
- Oxford, R. (1990). Language learning strategies: What every teacher should know. Heinle & Heinle Publishers.
- Queirós, A., Faria, D., & Almeida, F. (2017). Strengths and limitations of qualitative and quantitative research methods. European Journal of Education Studies, 3(9), 369-387. https://doi.org/10.5281/zenodo.887089
- Roussel, S., Tricot, A., & Sweller, J. (2022). The advantages of listening to academic content in a second language may be outweighed by disadvantages: A cognitive load theory approach. British Journal of Educational Psychology, 92(2), 589-606. https://doi.org/10.1111/bjep.12468
- Singh, N. (2024). Contexte culturel français et son impact sur la motivation de l’apprentissage du FLE en Inde. Contextes didactiques, linguistiques et culturels, 2(3), 431-453.
- Sweller, J., Kirschner, P. A., & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41(2), 75-86.
- Winke, P. (2005). Promoting motivation in the foreign language classroom. CLEAR News: Center for Language Education and Research, 9(2), 1–6. Michigan State University.
- Wu, T. (2023). Reviewing the Anxiety and Motivation in Foreign Language Learning From the Perspectives of Definition and Classification. In M. Shelley, V. Akerson, & M. Unal (Eds.), Proceedings of IConSES 2023- International Conference on Social and Education Sciences (pp.371-379). ISTES Organization.
- Xu, W., Zhang, H., Sukjairungwattana, P., & Wang, T. (2022). The roles of motivation, anxiety, and learning strategies in online Chinese learning among Thai learners of Chinese as a foreign language. Frontiers in Psychology, 13, Article 962492. https://doi.org/10.3389/fpsyg.2022.962492
- Yu, H. (2021). A brief analysis of the application of listening teaching method in French teaching. World Scientific Research Journal, 7(11), 214-219. https://doi.org/10.6911/WSRJ.202111_7(11).0030
- Zheng, Y., & Cheng, L. (2018). How does anxiety influence language performance? From the perspectives of foreign language classroom anxiety and cognitive test anxiety. Language Testing in Asia, 8(13), 1–19. https://doi.org/10.1186/s40468-018-0065-4
Ayrıntılar
| Birincil Dil | İngilizce |
|---|---|
| Konular | Dil Çalışmaları (Diğer) |
| Bölüm | Araştırma Makalesi |
| Yazarlar | |
| Gönderilme Tarihi | 21 Ekim 2025 |
| Kabul Tarihi | 25 Şubat 2026 |
| Yayımlanma Tarihi | 1 Mart 2026 |
| DOI | https://doi.org/10.31464/jlere.1808383 |
| IZ | https://izlik.org/JA49FZ79FF |
| Yayımlandığı Sayı | Yıl 2026 Cilt: 12 Sayı: 1 |
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Dil Eğitimi ve Araştırma Dergisi (JLERE), okul öncesinden yükseköğretime dek her düzeye ilişkin anadili ve yabancı dil eğitimi ve öğrenimi alanlarında özgün ve bilimsel makaleler yayımlayarak alanyazın birikimi oluşturmayı ve ilgililerin akademik gelişimlerine katkıda bulunmayı amaçlamaktadır.
Dil Eğitimi ve Araştırma Dergisi okul öncesinden yükseköğretime dek her düzeyde dil eğitimiyle ilgili özgün ve bilimsel makaleler yayınlama amacı doğrultusunda dil eğitimi ve buna dönük araştırmalarla ilgili herhangi bir konuda İngilizce ya da Türkçe yazılmış her türlü özgün, kuramsal, kavramsal ya da yöntem bilimsel makaleleri değerlendirmeye almaktadır. Dergiye gönderilecek yazıların daha önce yayınlanmamış veya başka bir yayınevine değerlendirilmek üzere gönderilmemiş olması gerekmektedir.
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Editörler Kurulu
Ferit Kılıçkaya, Burdur Mehmet Akif Ersoy Üniversitesi Yabancı Diller Eğitimi Bölümünde İngilizcenin Yabancı Dil olarak öğretimi alanında Profesör olarak çalışmaktadır. Teknolojinin dil eğitiminde kullanımı, olası faydaları ve zararları ve ayrıca ölçme ve değerlendirme başlıca çalışma alanlarıdır. Bu alanlarla ilgili ulusal ve uluslararası yayımlanmış makale ve kitap bölümleri bulunmaktadır. İleti adresi: ferit.kilickaya@gmail.com
Yardımcı Editör
Yayım Danışma Kurulu
Ferit Kılıçkaya earned his Bachelor of Arts degree in English Language Teaching (ELT) from Boğaziçi University, where he also pursued coursework in educational technology to complement his degree. He subsequently worked as an English language teacher at various institutions before furthering his academic pursuits. He obtained his Master of Arts and Doctor of Philosophy degrees in ELT from Middle East Technical University in Ankara, Turkey. Currently, Kılıçkaya is a teacher educator and researcher in TESOL (Teaching English to Speakers of Other Languages) at the Department of Foreign Language Education at Burdur Mehmet Akif Ersoy University, Turkey. His research interests encompass a broad range of topics related to language learning and technology, with particular focus on the potential benefits and drawbacks of using technology in language teaching and learning. Additionally, he is interested in language testing and evaluation and has conducted research on topics such as peer feedback, online quizzes, and washback. Kılıçkaya has an extensive publication record in prestigious international academic journals such as ReCALL, Computer-Assisted Language Learning, British Journal of Educational Technology, and Journal of Teaching English with Technology. Furthermore, he has authored several book chapters in internationally recognized publishers.
Ph.D. Lecturer of English (TEFL certified)
Editor-in-Chief - HyperCultura (2012-2025)
Network Editor - H-Slavery (2023-present); Executive Council Member - H-Net (January 2025-)
Researcher and blogger at Discussing Slavery: Conferences, Articles, Book Reviews, Translations
https://orcid.org/0000-0003-0595-2767
Dil Editörü
I am a seasoned educator and researcher with a Ph.D. in Foreign and Second Language Education from SUNY Buffalo, supported by a prestigious Fulbright Scholarship. My research focuses on multilingualism, translanguaging, and second-language socialization. I have extensive experience teaching EFL, ESL, and Turkish as a second language across diverse educational contexts, including U.S., Turkey, and China higher education institutions. I am passionate about promoting language learning through socially just and inclusive pedagogies. I have also contributed to numerous publications in indexed journals and presented my work at international conferences.
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Journal of Language Education and Research (JLERE)
Dil Eğitimi ve Araştırmaları Dergisi
https://dergipark.org.tr/en/pub/jlere
ISSN: 2149-5602
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