Abstract
This paper examines the influence of bilingualism on the use of vocabulary learning strategies during the acquisition of a third language. More precisely, it debates whether having a knowledge of two languages is beneficial for the awareness and frequency of strategy use. In this analysis, the use of learning strategies of pupils bilingual in Hungarian and Serbian language is compared to their monolingual peers of Serbian language while acquiring English as a third language. Since third language acquisition (TLA) is a relatively new and unexplored area, little research has been done on this specific topic. This particular study is situated in Serbia and used a 5-point Likert scale questionnaire as a way of collecting data consisting of two parts. The first part was based on three questionnaires on vocabulary strategies proposed by Gu and Johnson (1996), and Schmitt (1997), and on Oxford’s (1990) Strategy Inventory for Language Learning. The second part consisted of pupils’ suggestions and thoughts on learning strategies, together with their background information. Further discussion focuses on the use of bilinguals’ vocabulary strategies and their frequency compared to monolinguals’.
Highlights
Introduction and backgroundVocabulary acquisition is one of the essential aspects of language proficiency
The current study used a forty-five minute questionnaire in order to collect information about pupils’ approaches to vocabulary strategy use. It was based on three questionnaires on vocabulary strategies proposed by Gu and Johnson (1996), Schmitt (1997), and Oxford’s (1990) Strategy Inventory for Language Learning (SILL, version 7.0) the focus was on the preference towards strategy use when encountering a new word, and remembering the already encountered one
Considering that the paper aims at contrasting the preference between bilinguals and monolinguals, bilingual pupils were presented with some additional questions, which relate to the Hungarian/Serbian bilingual situation in the north of Serbia
Summary
Vocabulary acquisition is one of the essential aspects of language proficiency. Having knowledge of only grammatical structures is not sufficient to contribute to a successful language acquisition. There should be a certain amount of vocabulary knowledge that can aid a foreign language competence. Following these lines, beginners are pressured to store many words in their memory and prepare them for instant use. Oxford and Scarcella (1994) suggest that vocabulary learning strategies help users of a foreign language (FL) reach a certain number of remembered words. The knowledge of various language strategies can potentially aid reaching a high FL proficiency
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