چکیده:
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 made 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 speakers 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 two groups with regard to LLS use and attitudes toward 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 of study and use of LLS respectively.
Moreover, attitudes and years of study accounted for the greatest variation in
LLS use.
خلاصه ماشینی:
!JAL, Vol. 6, No. 2, September 2003 117 A Comparative Study of Language Learning Strategies Employed by Bilinguals and Monolinguals with Reference to Attitudes and Motivation Hossein Vossoughi, Ph. D.
A. Teacher Training University 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.
language learning strategies, bilinguals, monolinguals, cognitive and affective factors, attitudes, motivations, proficiency INTRODUCTION One of the most important outcomes of the movement towards more communicatively oriented language learning and teaching has been the enhancement of the role of the 'learner' in the language learning process, Thus, understanding certain learners' characteristics and the ways in which learners differ from one another has been, and still is, a fundamental concern to those involved in second language acquisition (SLA).
The test comprised 50 multiple choice grammar and vocabulary items which was piloted prior to the administration with the students of the same grade with similar characteristics to those of the subjects of the study; (2) a questionnaire in LLS called SILL (Strategy Inventory for Language Learning), designed by Oxford (1990).
Research Question 1 • Are there any significant differences between bilingual and monolingual learners of English regarding their attitudes, motivation, LLS use and proficiency in English?