A Comparison of L2 and L3 Learners' Strategy Use in School Settings

Autor/in	Haukås, Åsta
Titel	A Comparison of L2 and L3 Learners' Strategy Use in School Settings
Quelle	In: Canadian Modern Language Review, 71 (2015) 4, S.383-405 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0008-4506
Schlagwörter	Comparative Analysis; Transfer of Training; Multilingualism; Second Language Learning; English (Second Language); German; Learning Experience; Secondary School Students; Foreign Countries; Learning Strategies; Learning Motivation; Metacognition; Norway + Suchen Sie Ihr Suchwort? Training; Transfer; Ausbildung; Mehrsprachigkeit; Multilingualismus; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Deutscher; Lernerfahrung; Sekundarschüler; Ausland; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Motivation for studies; Lernmotivation; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Norwegen
Abstract	Research on third-language learning (L3) has documented that plurilingualism is an asset in many respects. Particularly relevant for this study is research showing that L3 learners use more strategies more frequently and efficiently than L2 learners. However, previous studies have mainly concentrated on L3 learners' strategy use at the university level, whereas little attention has been given to L3 learners in a secondary school context. This study investigated reports of strategy use by 127 L2-English and 104 L3-German learners who studied these two languages in Norwegian secondary schools. The results showed that L3-German school learners reported using significantly fewer strategies and applying them less frequently than L2-English school learners. It is hypothesized (a) that L3 learners may be insufficiently aware of how to transfer knowledge from previous language-learning experiences and (b) that L3 learners use fewer strategies than L2 learners due to lower motivation for learning L3 German than for learning L2 English. (As Provided).
Anmerkungen	University of Toronto Press. 5201 Dufferin Street, Toronto, ON M3H 5T8, Canada. Tel: 416-667-7810; Fax: 800-221-9985; Fax: 416-667-7881; e-mail: journals@utpress.utoronco.ca; Web site: http://www.utpjournals.press/loi/cmlr
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01