Research Information System
Thesis Type: Doctorate
Institution Of The Thesis: Gazi University, Eğitim Bilimleri Enstitüsü, FRANSIZ DİLİ EĞİTİMİ BİLİM DALI, Turkey
Approval Date: 2018
Thesis Language: Turkish
Student: DAVUT DİVARCIOĞLU
Supervisor: Nurten Özçelik
Abstract:
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 learner perception, many studies have been published in language education environments to eliminate negative attitudes towards translation. Although there are many studies on the use of translation in foreign language education in Turkey as well as in the world, studies on determination of the role of translation from the perspective of individuals who learn a foreign language remain inadequate. This determination of researchers about the effect of learners perceptions on learning conditions, prepare a ground of research about the effect level of translation viewpoints in foreign language training. This study aimed to find answers to questions such as whether translation plays a positive role among Turkish university students learning French as a foreign language, whether learners tend to use translation as a learning strategy, whether their views about translation have an impact on their trends of using translation as a learning strategy and at what level is the relation of the learners' learning level with perceptions about the use of translation. In addition, in this study, it has been researched in which stages translation can be beneficial during foreign language
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learning thanks to the identification of foreign language learners’ different perspectives and their using strategies. Two different inventories were 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 two inventories (ÇEBAÖ and ÖSÇÖ) which we have adapted to Turkish and 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. In the general sense, the results of the data obtained from the student and teacher in the programs for foreign language education and the comprehensive examination of the translation by the researchers in the language education programs make it easier to call it a technique or a strategy that can perform multiple functions. With the findings obtained, suggestions were given to redesign the translation lessons to serve the viewpoints and strategies, and it was aimed to pay the way for similar studies for different languages and environments.
Key Words : Translation, Strategy, Perspective, French Language Teaching / Learning