چکیده:
The main objective of the present study was to investigate the differences between Iranian EFL monolinguals and bilinguals in terms of vocabulary language learning strategies. In fact, it was an attempt to investigate whether bilingual/ monolingual learners differ significantly in using vocabulary learning strategies. To this end, 70 EFL, 45 monolingual (Persian) and 25 bilingual (Arabic-Persian) pre-university students were selected to answer Schmitt’s Vocabulary Learning Strategies Questionnaire (VLSQ). The participants were homogeneous in terms of age, sex, nationality and level of instruction. Following the administration of a general English proficiency test and one VLSQ, interviews were conducted. Then, descriptive statistics and independent t-test were used to analyze the data. The findings obtained through comparison revealed significant dissimilarities between bilinguals and monolinguals’ usage of determination, memory, cognitive and metacognitive strategies. There was no significant variation, however, in their use of social strategies. Further, interviews exhibited some aspects that were not mentioned in the VLSQ.
خلاصه ماشینی:
"To this end, 70 EFL, 45 monolingual (Persian) and 25 bilingual (Arabic-Persian) pre-university students were selected to answer Schmitt’s Vocabulary Learning Strategies Questionnaire (VLSQ).
Is there any significant difference between Arabic-Persian bilinguals (APBs) and Persian Monolinguals (PMs) in English (as a foreign language) vocabulary learning strategies?
Another study, conducted in Iran, by Seifi and Abdolmanafi Rokni (2013) investigated the difference between Iranian monolingual and bilingual language learners with an intermediate level of language proficiency in terms of language learning strategies.
Table 1 Descriptive statistics for Oxford Placement Test Scores of Bilinguals and Monolinguals (رجوع شود به تصویر صفحه) Results of the VLS To determine to what extent the learners use the vocabulary learning strategies and also to answer the first research question, i.
e. Is there any significant difference between EFL Arabic-Persian bilinguals (APBs) and Persian Monolinguals (PMs) in vocabulary learning strategies, descriptive statistics including the mean scores, the standard deviations and t-test were computed to summarize the students’ responses to the use of 40 strategies listed in Schmitt’s VLS questionnaire.
In answering the first question, Arabic-Persian bilingual high strategy users stated that their parents and their brothers or sisters encouraged them to learn new vocabulary and that when they had problems, their sisters and brothers helped them.
Persian-monolingual and Arab-bilingual EFL students employed a variety of vocabulary language learning strategies as listed in Schmitt’s VLS questionnaire when learning English as a foreign language."