Kapak görseli

REDUIRE L’ANXIETE LANGAGIERE EN PRODUCTION ORALE: JEUX DE ROLES EN FLE (KONUŞMA KAYGISINI AZALTMAK: FRANSIZCA YABANCI DİL SINIFINDA ROL YAPMA TEKNİĞİ)

Sibel ÇAPAN TEKİN, Veda ASLIM YETİŞ
1.388 248

Öz


L’objectif principal de cette étude a été de déterminer le niveau d’anxiété d’apprenants de français langue étrangère (FLE) et d’utiliser une technique appropriée pour la réduire. Pour ceci les jeux de rôles, qui permettent aux apprenants d’être plus actifs, motivés et créatifs, ont été utilisés. Avec un échantillon de 17 apprenants de FLE suivant le cours de production orale, il a été collecté des données quantitatives et qualitatives. Un questionnaire d’anxiété à parler (FLSAS) pour déterminer leur niveau d’anxiété a été administré avant et après l’intervention qui consistait à réaliser 8 semaines de leçons de production orale avec jeux de rôles. Avant l’intervention, les apprenants ont également participé à un examen de production orale (test préliminaire). Afin de voir si une différence s’avérait dans leur niveau d’anxiété selon que leur niveau de langue augmentait, un second examen s’est fait après l’intervention. A l’aide d’un entretien semi-dirigé, il a été cherché à connaître les opinions des apprenants concernant les effets des jeux de rôles. L’analyse des résultats quantitatifs ont montré que ces jeux engendraient une diminution du niveau d’anxiété et une hausse de la compétence de production orale. Selon les données qualitatives, les jeux de rôles diminuent l’anxiété à parler, créent un environnement d’apprentissage plus créatif, renforcent les autres compétences linguistiques des apprenants et permettent une interaction culturelle.

Mots clés: Anxiété langagière, Jeux de rôles, Production orale, Français langue étrangère

KONUŞMA KAYGISINI AZALTMAK: FRANSIZCA YABANCI DİL SINIFINDA ROL YAPMA TEKNİĞİ

Öz: Bu çalışma Fransızca yabancı dil öğrencilerinin kaygı düzeylerini ve var olan kaygıyı uygun bir öğretim tekniği ile azaltmayı hedeflemektedir. Bunu gerçekleştirebilmek için, öğrencilere daha yaratıcı, daha aktif ve daha fazla motive olma imkânı tanıyan rol yapma tekniğine başvurulmuştur. Çalışmanın örneklemini, Anadolu Üniversitesi 2012-2013 Öğretim yılı Fransızca Öğretmenliği Programı’nda Konuşma Becerileri dersine kayıtlı 17 birinci sınıf öğrencisi oluşturmaktadır. Veriler, nicel ve nitel veri toplama yöntemleri kullanılarak elde edilmiştir. Örneklemin uygulama öncesi ve sonrası konuşma kaygı düzeyini belirlemek için bir yabancı dil konuşma kaygı ölçeği (FLSAS) uygulanmış ve akademik başarıyı ölçmek için konuşma sınavı yapılmıştır. Uygulamanın ardından, rol yapma tekniğinin konuşma kaygısı üzerindeki etkilerini belirlemek ve uygulamaya ilişkin öğrencilerin fikirlerini öğrenmek için 17 öğrenciye yarı yapılandırılmış bir mülakat uygulanmıştır. Çalışmanın nitel ve nicel verileri, 8 hafta süren rol yapma tekniği uygulanmasının öğrencilerin konuşma kaygısı üzerinde anlamlı bir fark yarattığı sonucunu ortaya çıkarmıştır. Öntest ve sontest sonuçları karşılaştırıldığında öğrencilerin kaygı düzeyinde bir azalma olduğu ve rol yapma tekniği ile gerçekleştirilen konuşma derslerinden sonra akademik başarıda bir artış olduğu görülmüştür. Mülakat analizlerine göre rol yapma tekniği, konuşma kaygısını yok etmede önemli bir rol oynamıştır. Ayrıca, daha yaratıcı bir öğrenme ortamı oluşmasına, öğrencilerin diğer dil becerilerini geliştirmesine ve kültürel etkileşimin sağlanmasına yardımcı olmuştur. En önemlisi de, bu uygulama öğrencilerin toplum önünde kendilerini daha iyi ifade edebilmesi, özgüvenini kazanması, daha cesaretli olması konusunda katkı sağlamıştır.

Anahtar Sözcükler: Dil Kaygısı, Rol Yapma Tekniği, Sözlü İletişim, Yabancı dil olarak Fransızca

DECREASE LANGUAGE ANXIETY IN SPEAKING: ROLE PLAY IN FRENCH FOREIGN LANGUAGE CLASS

Abstract: The main purpose of this study is to provide a better understanding of the anxiety level of a group of French language learners and to reduce this anxiety by appropriate teaching techniques. Role play, which is believed to encourage students in groups to be more creative, active, and motivated, is used. The participants of the study are 17 first-grade students who signed up for speaking class at the Department of French Language Teaching. Both qualitative and quantitative data were gathered. Foreign Language Student Anxiety Scale (FLSAS) was used as a pre and post-test to identify the anxiety level of the participants, and a speaking exam was administered to evaluate their speaking proficiency. After the treatment, a semi-structured interview was conducted with all the participants to find out the effect of role play technique on speaking anxiety and participants’ belief about the process. The findings show that this 8-week-role play treatment resulted in a statistically significant difference between the pre and post test results of the participants. When the test findings were compared, it was observed that the anxiety level of the participants decreased, and their speaking proficiency developed. The interview data revealed that role play technique played a key role in reducing the participants’ anxiety level. It also created a more creative learning environment, enhanced the participants’ other language skills, and enabled cultural interaction.

Keywords: Language Anxiety, Role Play, Speaking, French as a Foreign Language


Tam metin:

PDF


DOI: http://dx.doi.org/10.20304/husbd.93239

Referanslar


Aida, Y. (1994). Examination of Horwitz, Horwitz and Cope’s construct of foreign language anxiety: The case of students of Japanese. The Modern Language Journal, 78, 155-168.

Arnold, J. (2000). Speak Easy: How to Ease Students into Oral Production. Pilgrims Ltd., Consulté le 19 septembre 2012, www.hltmag.co.uk/mar03/martmar035.rtf

Balemir, S. H. (2009). The sources of foreign language speaking anxiety and the relationship between proficiency level and degree of foreign language speaking anxiety. (Thèse de doctorat non publiée). Ankara : Université Bilkent.

Bowen, A. D. (2004). Overcoming the fear of speaking in a foreign language: A study of the role that selected humanistic techniques play in reducing language anxiety associated with oral performance in the TESOL classroom. (Thèse de maitrise). Pretoria : Université d’Afrique du Sud. Consulté le 5 février 2012, http://uir.unisa.ac.za/handle/10500/1827

Brown, H. D. (2000). Principles of language learning and teaching (4th edition). New York: Addison Wesley Longman.

Caré, J-M., & Debyser, F. (1978). Jeu, langage et créativité. Paris: Hachette-Larousse.

Cheng, Y-S., Horwitz, E. K., & Schallert, D. L. (1999). Language anxiety: Differentiating writing and speaking components. Language Learning, 49(3), 417-446.

Coulombe, D. (1998). Anxiété et croyances langagières chez des apprenants d'une langue seconde au niveau universitaire. Consulté le 2 mars 2012, http://files.eric.ed.gov/fulltext/ED424764.pdf#page=43

Defays, J-M. (2003). Le français langue étrangère et seconde. Belgique: Margada.

Gardner, R.C., and MacIntyre, P. D. (1992). A student’s contributions to second language learning: Part I: Cognitive variables. Language Teaching, 25, 211-220. Doi: 10.1017/S026144480000700X.

Gelman, B. (2006). L’aptitude et son influence sur l’apprentissage des langues étrangères. Consulté le 25 Octobre 2011,

http://www.glendon.yorku.ca/colloquium/2007/inc/pdf/bryna_gelman.pdf

Horwitz, E. K. (2001). Language anxiety and achievement. Annual Review of Applied Linguistics, 21, 112-126.

Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125-132.

Huang, H. W. (2004). The relationship between learning motivation and speaking anxiety among EFL non-English major freshmen in Taiwan. (Thèse de maitrise non publiée). Taiwan : Université de Technologie de Chaoyang.

Leblanc, M-C. (2002). Jeu de rôle et engagement- Evaluation de l’interaction dans les jeux de rôles de français langue étrangère. Paris: L’Harmattan.

MacIntyre, P. D. (1989). Anxiety and second language learning: Toward a theoretical clarification. Language Learning, 39(2), 251-275.

MacIntyre, P. D., and Gardner, R. C. (1994). The subtle effects of language anxiety on cognitive processing in the second processing in the second language. Language Learning, 44(2), 283-305.

MacIntyre, P. D. (1995). How does anxiety affect second language learning? A reply to Sparks and Ganschow. The Modern Language Journal, 79(1), 90-99.

Pallant, J. (2005). SPSS survival manual: A step by step guide to data analysis using SPSS for Windows. Sydney: Allen & Unwin.

Philips, E. M. (1991). Anxiety and oral competence: Classroom dilemma. The French Review, 65(1), 1-14.

---------------- (1992). The effects of language anxiety on students oral test performance and attitudes. The Modern Language Journal, 76(1), 14-26.

---------------- (1999). Decreasing language anxiety: Practical techniques for oral activities. D. J. Young (Ed.). Affect in Foreign language and second language learning: A practical guide to creating a low-anxiety classroom atmosphere (pp.124-143). New York: McGraw-Hall.

Saito, Y., & Samimy, K. K. (1996). Foreign language anxiety and language performance: A study of learner anxiety in beginning, intermediate, and advanced-level college students of Japanese. Foreign Language Annals, 29(2), 239-249.

Silva, H. (2008). Le jeu en classe de langue. Paris: CLE International.

Yaiche, F. (1996). Les simulations globales. Paris : Hachette.

Weiss, F. (2002). Jouer, communiquer, apprendre. Paris : Hachette.

Wilkinson, J. (2011). L’anxiété langagière chez les locuteurs d’anglais de niveau universitaire selon le programme d’apprentissage du français langue seconde préalablement suivi. (Thèse de maitrise non publiée). Québec : Université Laval.

Woodrow, L. (2006). Anxiety and speaking English as a second language. RELC Journal, 37(3), 308-328.

Young, D. J. (1991). Creating a low-anxiety classroom environment: What does language anxiety research suggest? The Modern Language Journal, 75(4), 426-439.

-------------- (1992). Language anxiety from the foreign language specialist’s perspective: Interviews with Krashen, Omaggio Hadley, Terrell, and Rardin. Foreign Language Annals, 25(2), 157-172.




Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.