ISSN:2342-0251

FRENCH LANGUAGE EDUCATION STUDENTS’ TRENDS OF USING TRANSLATION AS A LEARNING STRATEGY


The use of translation in foreign language acquisition has been at the center of the discussions for many years. In recent years, with the importance of student-centered education and learning strategies, many studies have been published in language education environments to eliminate negative attitudes towards translation. The determination of researchers about the effect of learners strategies on learning conditions, prepare a ground of research about the effect level of translation as a learning strategy in foreign language training. This study aimed to find answers to questions such as whether learners tend to use translation as a learning strategy and in which stages the translation can be useful in learning a foreign language, by identifying different strategies used by foreign language learner. An inventory (ÖSÇÖ- Öğrenme Stratejisi Olarak Çeviri Ölçeği) which we have adapted to Turkish is applied to 136 students studying in the French Language Education Departments of Hacettepe, Gazi and Marmara Universities in 2017-2018. We have searched and discussed whether there is a statistically significant difference between the variables such as gender, class, level of success. The data subjected to descriptive and comparative statistical procedures reveal that the majority of these students see the use of translation in foreign language education as a cognitive, metacognitive and affective learning strategy. Furthermore, the results obtained demonstrate that the use of strategy may occasionally emerge as an escape attempt. With the findings obtained, it has been found that it may be possible to redesign the translation courses to serve the learning strategies and it was aimed to pay the way for similar studies for different languages and environments.


Keywords


Translation, Strategy, French Language Teaching / Learning

Author : Davut DİVARCİOĞLU - Nurten ÖZÇELİK
Number of pages: 80-103
DOI: http://dx.doi.org/10.29228/ijla.32685
Full text:
International Journal of Language Academy
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