Bilişsel Stiller ile Yabancı Dil Başarısı Arasındaki İlişki: 8. Sınıf Fransızca Örneği

Bu araştırmanın amacı Fransızca’yı ikinci dil olarak öğrenen örencilerin Fransızca başarıları ile bilişsel stilleri arasında nasıl bir ilişki olduğunu saptamaktır. Katılımcılar 89’ u erkek, 166’sı kız, toplam 258 sekizinci sınıf öğrencisinden oluşmaktadır. Örencilerin bilişsel stilleri Grup Saklı Figürler Testi (Grup Embedded Figures Test) ile saptanmıştır. Örencilerin Fransızca başarıları ise Louisiana State Department of Education tarafından kullanılan Fransızca Yeterlik Testi (French Proficiency Test) ile saptanmıştır. Standart olan bu test örencilerin dört dil becerisini ölçmek üzere okuma, dinleme, konuşma ve yazma bölümlerinden oluşmaktadır. Araştırmada örencilerin konuşma ve yazma testleri hariç diğer alt bölümlerdeki ve toplamdaki Fransızca başarıları ile bilişsel stillleri arasında anlamlı bir ilişki bulunmuştur. Aynı şekilde alana bağlı ve alandan bağımsız öğrencilerin okuma ve dinleme başarıları arasında da anlamlı fark bulunmuştur. Cinsiyet açısından bakıldığında hiç bir alt testte kız ve erkek öğrencilerin başarıları arasında anlamlı fark bulunmamıştır.

Anahtar Kelimeler:

Yabancı dil, bilişsel stil, akademik başarı

Relationship between Second Language Proficiency and Cognitive Styles: Example of 8th Grade French

This study aims to seek possible relationship between French proficiency as a second language and cognitive style. Study consists of 258 eight grade students; 89 were boys and 166 were girls. Cognitive style was assesses by Group Embedded Figures Test. French achievement was assessed by the French Proficiency Test which is employed by Louisiana State Department of Education and is a standard test. The proficiency test consists of four sections; reading, listening, speaking and writing. Significant correlations were obtained among cognitive style scores and reading and listening scores. Moreover, field dependent and field independent students performed significantly different on the reading and listening sections of the test. The field independent students outperformed their field dependent counterparts. In terms of gender differences, boys and girls performed the same on all four sections of the French test.

Keywords:

Second language, cognitive style, academic achievement,

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