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....

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Detalles Bibliográficos
Autor: Dmitrenko, Violetta
Tipo de recurso: artículo
Estado:Versión aceptada para publicación
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
Access Level:acceso abierto
Palabra clave:Multilingualism
Third language acquisition
Language learning strategies
Adult learners
Didactics of plurilingualism
SILL
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spelling Language learning strategies of multilingual adults learning additional languagesDmitrenko, ViolettaMultilingualismThird language acquisitionLanguage learning strategiesAdult learnersDidactics of plurilingualismSILLThe 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 & FrancisCiencias humanas y de la educaciónGiza eta Hezkuntza Zientziak2017info:eu-repo/semantics/articleinfo:eu-repo/semantics/acceptedVersionapplication/pdfhttps://hdl.handle.net/2454/56575reponame:Academica-e. Repositorio Institucional de la Universidad Pública de Navarrainstname:Universidad Pública de NavarraInglésinfo:eu-repo/grantAgreement/Gobierno de Navarra//66%2F2010© 2016 Informa UK Limited, trading as Taylor & Francis Group. Creative Commons Attribution-NonCommercial-NoDerivatives License.https://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessoai:academica-e.unavarra.es:2454/565752026-06-17T12:41:47Z
dc.title.none.fl_str_mv Language learning strategies of multilingual adults learning additional languages
title Language learning strategies of multilingual adults learning additional languages
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
title_short 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_sort Language learning strategies of multilingual adults learning additional languages
dc.creator.none.fl_str_mv Dmitrenko, Violetta
author Dmitrenko, Violetta
author_facet Dmitrenko, Violetta
author_role author
dc.contributor.none.fl_str_mv Ciencias humanas y de la educación
Giza eta Hezkuntza Zientziak
dc.subject.none.fl_str_mv Multilingualism
Third language acquisition
Language learning strategies
Adult learners
Didactics of plurilingualism
SILL
topic Multilingualism
Third language acquisition
Language learning strategies
Adult learners
Didactics of plurilingualism
SILL
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.
publishDate 2017
dc.date.none.fl_str_mv 2017
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/acceptedVersion
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status_str acceptedVersion
dc.identifier.none.fl_str_mv https://hdl.handle.net/2454/56575
url https://hdl.handle.net/2454/56575
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv info:eu-repo/grantAgreement/Gobierno de Navarra//66%2F2010
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rights_invalid_str_mv https://creativecommons.org/licenses/by-nc-nd/4.0/
eu_rights_str_mv openAccess
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dc.publisher.none.fl_str_mv Taylor & Francis
publisher.none.fl_str_mv Taylor & Francis
dc.source.none.fl_str_mv reponame:Academica-e. Repositorio Institucional de la Universidad Pública de Navarra
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instname_str Universidad Pública de Navarra
reponame_str Academica-e. Repositorio Institucional de la Universidad Pública de Navarra
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