Language learning strategies of multilingual adults learning additional languages
The main goal consisted in identifying and bringing together strategies of multilinguals as a particular learner group. Therefore, research was placed in the intersection of the three fields: language learning strategies (LLS), third language acquisition (TLA), and the didactics of plurilingualism....
| Autor: | |
|---|---|
| Tipo de documento: | Artículo |
| Estado: | Accepted version |
| Fecha de publicación: | 2017 |
| País: | España |
| Institución: | Universidad Pública de Navarra |
| Repositorio: | Academica-e. Repositorio Institucional de la Universidad Pública de Navarra |
| OAI Identifier: | oai:academica-e.unavarra.es:2454/56575 |
| Acceso en línea: | https://hdl.handle.net/2454/56575 |
| Nivel de acceso: | Acceso abierto |
| Palabra clave: | Multilingualism Third language acquisition Language learning strategies Adult learners Didactics of plurilingualism SILL |
| _version_ | 1878739343939469312 |
|---|---|
| author | Dmitrenko, Violetta |
| author_browse | Dmitrenko, Violetta |
| author_facet | Dmitrenko, Violetta |
| author_role | author |
| collection | Academica-e. Repositorio Institucional de la Universidad Pública de Navarra |
| description | The main goal consisted in identifying and bringing together strategies of multilinguals as a particular learner group. Therefore, research was placed in the intersection of the three fields: language learning strategies (LLS), third language acquisition (TLA), and the didactics of plurilingualism. First, the paper synthesises the major findings of research on LLS applied by multilinguals learning additional (European) languages. Then two interrelated empirical studies combining quantitative and qualitative research methods are reported. The strategies identified in the literature and in the mixed-method study 1 (n = 18) were integrated into Oxford’s[(1990). Language learning strategies: What every teacher should know. Boston, MA: Heinle and Heinle] taxonomy and into a new strategy questionnaire for multilingual learners Multilingual Strategy Inventory for Language Learning (M-SILL). Almost 90% of the strategies tested in the large-scale survey study 2 (n = 271) were reported by the multilingual participants as applied with a high or moderate frequency. A significant correlation was detected between the learners’ degree of multilingualism and the use of the M-SILL strategies, with a major increase in L3 learning. This finding provided an additional support to the claims that there is a ‘threshold’ effect in L3 learning and that TLA is different from SLA. |
| eu_rights_str_mv | openAccess |
| format | article |
| id | ES_bfb0bac7e0d8d6ec26aef2f4e2cedd08 |
| institution | Universidad Pública de Navarra |
| instname_str | Universidad Pública de Navarra |
| network_acronym_str | ES |
| network_name_str | España |
| oai_identifier_str | oai:academica-e.unavarra.es:2454/56575 |
| publishDate | 2017 |
| publishDateSort | 2017 |
| publisher | Taylor & Francis |
| publisherStr | Taylor & Francis |
| reponame_str | Academica-e. Repositorio Institucional de la Universidad Pública de Navarra |
| spelling | Language learning strategies of multilingual adults learning additional languages Dmitrenko, Violetta Multilingualism Third language acquisition Language learning strategies Adult learners Didactics of plurilingualism SILL The main goal consisted in identifying and bringing together strategies of multilinguals as a particular learner group. Therefore, research was placed in the intersection of the three fields: language learning strategies (LLS), third language acquisition (TLA), and the didactics of plurilingualism. First, the paper synthesises the major findings of research on LLS applied by multilinguals learning additional (European) languages. Then two interrelated empirical studies combining quantitative and qualitative research methods are reported. The strategies identified in the literature and in the mixed-method study 1 (n = 18) were integrated into Oxford’s[(1990). Language learning strategies: What every teacher should know. Boston, MA: Heinle and Heinle] taxonomy and into a new strategy questionnaire for multilingual learners Multilingual Strategy Inventory for Language Learning (M-SILL). Almost 90% of the strategies tested in the large-scale survey study 2 (n = 271) were reported by the multilingual participants as applied with a high or moderate frequency. A significant correlation was detected between the learners’ degree of multilingualism and the use of the M-SILL strategies, with a major increase in L3 learning. This finding provided an additional support to the claims that there is a ‘threshold’ effect in L3 learning and that TLA is different from SLA. This research was carried out with the financial support from the Department of Education of the Government of Navarra, Spain [Resolution 66/2010, 8.03.2010]. Taylor & Francis https://hdl.handle.net/2454/56575 |
| spellingShingle | Language learning strategies of multilingual adults learning additional languages Dmitrenko, Violetta Multilingualism Third language acquisition Language learning strategies Adult learners Didactics of plurilingualism SILL |
| status_str | acceptedVersion |
| title | Language learning strategies of multilingual adults learning additional languages |
| title_full | Language learning strategies of multilingual adults learning additional languages |
| title_fullStr | Language learning strategies of multilingual adults learning additional languages |
| title_full_unstemmed | Language learning strategies of multilingual adults learning additional languages |
| title_short | Language learning strategies of multilingual adults learning additional languages |
| title_sort | Language learning strategies of multilingual adults learning additional languages |
| topic | Multilingualism Third language acquisition Language learning strategies Adult learners Didactics of plurilingualism SILL |
| topic_facet | Multilingualism Third language acquisition Language learning strategies Adult learners Didactics of plurilingualism SILL |
| url | https://hdl.handle.net/2454/56575 |