Learning Difficulties in German as a Third Language Experienced by Turkish Undergraduate Students

Abstract

The current study aims to investigate learning difficulties in L3 German experienced by the Turkish undergraduate students. The target group involved 29 students from three academic programs at a state university in Turkey: Travel Management and Tourist Guiding, Tourism and Hotel Management and Aviation Management. In the study, semi-structured interview form was designed by the researcher as data collection tool. In the analysis process of the data, the thematic analysis procedure was conducted. The results of the study indicated that the Turkish undergraduate students had learning difficulties in L3 German due to three main factors such as linguistic facts, effective factors and external factors. The linguistic facts involve the learning difficulties related to the linguistic characteristics of German language, linguistic habitus (effect of L2 English) and the effect of L1. In the context of effective factors, it was discussed that the lack of motivation, negative attitudes towards German language, the level of readiness for learning L3 German and the lack of self-confidence lead the students to experience negative learning process in L3 German. Finally, socio-cultural developments and the financial matters emerging in the learning environment were considered as external factors that lead the students to have difficulties in learning L3 German.

Language learning beliefs and motivation of Estonian and non-Estonian students at Estonian-language universities

“…Lee & Rice, 2007;Sherry et al, 2010) and their perception of language learning difficulties (e.g. Lou & Noels, 2020a, 2020bSawir, 2005). Previous studies indi cate that their motivation and learning outcomes are lower than those whose medium of instruction is L1 (Sert, 2008;Tsui & Ngo, 2017).…”

“…Üliõpilasi, kelle emakeel ja ülikooli õppekeel ei kattu, on palju uuritud, enne kõike on vaadeldud sotsiaalset kohanemist (nt Lee & Rice, 2007;Sherry et al, 2010) ja keeleõppe raskuste tajumist (nt Lou & Noels, 2020a, 2020bSawir, 2005). Varasemad uuringud viitavad võõrkeeles õppivate üliõpilaste väiksemale motivatsioonile ja halvematele õpitulemustele (Sert, 2008;Tsui & Ngo, 2017).…”

Verbalphrase mit Präposition dan Präpositionalphrase: Persprektif Mahasiswa terhadap Kategori Frasa

“…Kesalahan kategori frasa dan kata yang dilakukan oleh mahasiswa merupakan contoh kurangnya pemahaman mahasiswa terhadap kategori frasa dan kata dalam bahasa Jerman. Menurut Tanir (2020), perbedaan karakteristik bahasa Jerman sebagai bahasa asing dengan bahasa kedua dan bahasa ibu dapat menyebabkan kesulitan pemahaman linguistik bahasa Jerman oleh mahasiswa. Salah satu perbedaan yang menonjol adalah terdapat nomina dengan Artikel yang dipengaruhi oleh kasus-kasus tertentu dalam bahasa Jerman, sehingga pada saat mahasiswa menganalisis kalimat hal tersebut menyulitkan mahasiswa.…”

“…Penggunaan preposisi, khususnya preposisi yang dipengaruhi kasus Akkusativ dan Dativ dapat menyulitkan mahasiswa yang pada bahasa ibu dan bahasa keduanya tidak terdapat Artikel pada nomina dan kasus. Oleh sebab itu, kurangnya pemahaman mahasiswa terhadap kategori frasa dan kata termasuk preposisi dan kasuskasus yang menyertainya dapat menyulitkan mahasiswa dalam penganalisisan kalimat (Afrida & Khairurrahmi, 2017;Kurniawati & Kartika, 2020;Rivai dkk, 2019;Tanir, 2020).…”

Zum Heutigen Aussprachetraining (ZHA): Honing German As A Foreign Language Pronunciation Online

“…Many learners experience pronunciation problems, yet it frequently goes unreported. Pronunciation plays a crucial part in foreign language acquisition (Barkowski et al, 2014;Darcy, 2018;Dieling & Hirschfeld, 2000;Filho & Müller, 2017;Lestari, 2017;Levis, 2015;Mahmood, 2021;Sartor, 2007;Tanir, 2020), yet pronunciation learning tends to be underestimated. There have been various strategies developed to improve students' German grammatical and vocabulary mastery, such as using games (Benholz & Moraitis, 2008;Blachowicz, 2017;Erzsébet, 2016;Holweck & Trust, 2008;Rijal & Fatimah, 2019; Unterrichtsmaterialien für Ausländer -Deutsch als Fremdsprache (DaF), n.d.), digital applications (Arisanti, 2012;Ongels et al, 2016;Wibisono, 2012), songs (Asali-van der Wal, 2015)and Wortschatzerinnerungskarte(Rofi'ah, 2014).…”