A COMPARATIVE STUDY OF LANGUAGE LEARNING STRATEGIES EMPLOYED BY BILINGUALS AND MONOLINGUALS WITH REFERENCE TO ATTITUDES AND MOTIVATION

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VOSSOUGHI H.; EBRAHIMI A.

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Paper Information

Journal: IRANIAN JOURNAL OF APPLIED LINGUISTICS (IJAL) Year:2003 | Volume:6 | Issue:2 Page(s): 117-132

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Title

A COMPARATIVE STUDY OF LANGUAGE LEARNING STRATEGIES EMPLOYED BY BILINGUALS AND MONOLINGUALS WITH REFERENCE TO ATTITUDES AND MOTIVATION

Author(s)

VOSSOUGHI H. | EBRAHIMI A. | Issue Writer Certificate

Keywords

LANGUAGE LEARNING STRATEGIESQ4

BILINGUALSQ4

MONOLINGUALSQ4

COGNITIVE AND AFFECTIVE FACTORSQ2

ATTITUDESQ2

MOTIVATIONSQ4

PROFICIENCYQ4

Abstract

This study aimed at investigating EFL learners COGNITIVE AND AFFECTIVE FACTORS, namely the use of LANGUAGE LEARNING STRATEGIES (LLS), ATTITUDES and motivation with special reference to linguistic background of students. It was an attempt to see whether bilingual and monolingual learners of English differ significantly in LLS use, ATTITUDES, motivation, and PROFICIENCY in English. Further attempts were also to determine the best predictors of language PROFICIENCY and LLS use in the total sample. By employing an ex post facto design, 216 third grade high school female students were selected from among two groups of Armenian-Persian speaker and Persian speakers (110 Armenian-Persian speakers and 106 Persian speakers). One General English PROFICIENCY Test (Nelson test, 150 C) with three valid and reliable questionnaires-SILL, ATTITUDES and motivation-were administered to both groups. Statistical analyses of t-tests showed that there were no significant differences between the two groups regarding their PROFICIENCY in English as well as motivation. By contrast, statistically significant differences existed between the groups with regard to LLS use and ATTITUDES to ward English and foreign languages .Further analyses showed that BILINGUALS differed from MONOLINGUALS in their use of metacognitive, cognitive and compensation strategies .The findings also revealed that the most frequent LLS used by two groups were metacognitive and social strategies while affective strategies were used at the lowest frequency. The two groups differed in the order of three other categories of LLS i.e., cognitive, compensation and memory .The results of multiple regression analyses also showed that the best predictors of language PROFICIENCY were years f study and use of LLS respectively . Moreover, ATTITUDES and years of study for the greatest variation in LLS use.

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APA: Copy

VOSSOUGHI, H., & EBRAHIMI, A.. (2003). A COMPARATIVE STUDY OF LANGUAGE LEARNING STRATEGIES EMPLOYED BY BILINGUALS AND MONOLINGUALS WITH REFERENCE TO ATTITUDES AND MOTIVATION. IRANIAN JOURNAL OF APPLIED LINGUISTICS (IJAL), 6(2), 117-132. SID. https://sid.ir/paper/55221/en

Vancouver: Copy

VOSSOUGHI H., EBRAHIMI A.. A COMPARATIVE STUDY OF LANGUAGE LEARNING STRATEGIES EMPLOYED BY BILINGUALS AND MONOLINGUALS WITH REFERENCE TO ATTITUDES AND MOTIVATION. IRANIAN JOURNAL OF APPLIED LINGUISTICS (IJAL)[Internet]. 2003;6(2):117-132. Available from: https://sid.ir/paper/55221/en

IEEE: Copy

H. VOSSOUGHI, and A. EBRAHIMI, “A COMPARATIVE STUDY OF LANGUAGE LEARNING STRATEGIES EMPLOYED BY BILINGUALS AND MONOLINGUALS WITH REFERENCE TO ATTITUDES AND MOTIVATION,” IRANIAN JOURNAL OF APPLIED LINGUISTICS (IJAL), vol. 6, no. 2, pp. 117–132, 2003, [Online]. Available: https://sid.ir/paper/55221/en

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