Abstract
The present study aimed to inquire how Burundian students in Iran use multilingual competence in their strategies of acquiring the vocabulary of Persian as an L3. Were investigated the frequency of cross-linguistic learner strategies, the distribution of lexical transfer types across strategy types, and the influence of prior linguistic knowledge on learner strategies. A background information questionnaire, a modified version of the Oxford’s (1990) Strategy Inventory for Language Learning (SILL), and a questionnaire were used to collect data from fourteen subjects. Findings from the quantitative and qualitative data analyses suggested that, while all strategies were used, the cross-linguistic strategies that were most frequently used by participants were metacognitive, memory, and social strategies. Findings also showed that form transfer was most used by the participants in social strategies, meaning transfer in metacognitive strategies while affective strategies most made use of form and meaning transfer. The findings finally revealed that all languages previously known to participants were influential with English (penultimate acquired language) exerting the greatest role while Kirundi, the participants’ native language appeared to be the least influential.
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