Exploring Language Learning Strategy Transfer between Greek L2 and English FL in Case of Early Adolescent Multilinguals

Autor/inn/en	Mitits, Lydia; Gavriilidou, Zoe
Titel	Exploring Language Learning Strategy Transfer between Greek L2 and English FL in Case of Early Adolescent Multilinguals
Quelle	In: International Journal of Multilingualism, 13 (2016) 3, S.292-314 (23 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1479-0718
DOI	10.1080/14790718.2016.1158266
Schlagwörter	Second Language Learning; Transfer of Training; Multilingualism; Learning Strategies; Measures (Individuals); Comparative Analysis; Greek; English (Second Language); Statistical Significance; Correlation; Profiles; Gender Differences; Affective Behavior; Cognitive Processes; Prior Learning; Learning Experience; Junior High School Students; Language of Instruction; Questionnaires; Foreign Countries; Student Attitudes; Multivariate Analysis; Greece; Strategy Inventory for Language Learning + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Training; Transfer; Ausbildung; Mehrsprachigkeit; Multilingualismus; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Messdaten; Grieche; Griechisch; English as second language; English; Second Language; Englisch als Zweitsprache; Korrelation; Charakterisierung; Profilanalyse; Geschlechterkonflikt; Affective disturbance; Active behaviour; Affektive Störung; Cognitive process; Kognitiver Prozess; Vorkenntnisse; Lernerfahrung; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Teaching language; Unterrichtssprache; Fragebogen; Ausland; Schülerverhalten; Multivariate Analyse; Griechenland
Abstract	This study compares language learning strategy (LLS) use between Greek L2 and English FL and a possible variation in the frequency and type of LLSs employed in the two languages in order to depict the strategic profiles of the multilingual learners aged 12-15 (n = 307). It also observes the effect of gender in relation to a second vs. foreign language context. The Strategy Inventory for Language Learning (SILL) is used to measure the frequency of strategy use. The findings suggest a positive correlation between Greek and English LLSs. Also, there is a statistically significant variation with respect to the frequency of overall strategy use between Greek and English, statistically significantly higher in Greek, and between strategy categories, with cognitive strategies showing a higher frequency of use in Greek and affective strategies in English. There are statistically significant differences on 19 individual strategic items between Greek and English. The findings show that the differences are statistically significantly higher in multilingual girls, both when learning English and Greek. The multilingual boys' higher use of LLSs in their second language Greek is observed, whereas multilingual girls tend to use strategies for both languages equally frequently. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01