Third Language Vocabulary Acquisition: The Influence of Serbian and Hungarian as Native Languages on the English LanguageSituating Strategy Use: The Interplay of Language Learning Strategies and Individual Learner Characteristics

Ivana Cvekić17/10/2015

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Overview

Vocabulary in language learning

Categorization of learning strategies

Bilingualism, Third Language Acquisition and Cross-linguistic Influence

Hungarians in Vojvodina

The Study

Results and discussion

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Vocabulary in language learning 1970s - Studies on vocabulary learning strategies

Affects reading progress (aside from extrinsic motivation, low interest, etc.)

Teaching-oriented perspective - active learners

Students seek purpose in learning - using learning strategies

Vocabulary strategies are most frequently used (Chamot, 1987)

High use learner’s awareness

Cohen and Aphek (1981) - shallower activities for beginners, more complex for intermediate or advanced

Chamot and Rubin (1994: 772) - effectiveness of LS depends on:

• Proficiency level, task, text, language modality, background knowledge, context of learning, target language, learner characteristics, and culture

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Categorization of Learning Strategies

O’Malley and Chamot (1990): metacognitive, cognitive and social/affective

Oxford’s (1990) six categories: memory, cognitive, compensation, metacognitive, affective and social

Cook and Mayer (1983) and Nation (1990): discovery and consolidation strategies

Gu and Johnson (1996): background information and 48 statement about strategies

Schmitt (1997) - taxonomy of vocabulary learning strategies

o Discovery strategies

• Determination

• Social

o Consolidation strategies

• Social

• Memory

• Cognitive

• Metacognitive 17/10/2015

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Bilingualism, TLA and CLI Positive sides of bilingualism (Peal and Lambert, 1962; Vidomec,

1963; Hamers and Blanc, 1989)

• verbal and non-verbal intelligence

• semantic relations

• metalinguistic awareness

• creative thinking

• divergent thinking

• greater sensitivity in the use of languages

• analytic processing

SLA vs. TLA

“No difference” approach (Sharwood Smith, 1994; Gass, 1996; Singh and Carroll, 1979; Mitchell and Myles, 1998)

De Angelis et al. (2011) - foreign language effect (native language - instrument for pragmatic and metalinguistic purposes, L2 - lexical storage)

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Hungarians in Vojvodina (Serbia)

The biggest minority

Legal and educational rights

Town’s majority or minority

Knowledge of Serbian language

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The study

The Autonomous Province of Vojvodina (Serbia)

Zrenjanin, Novi Sad and Bečej

4th grade of Grammar schools (18 years old)

B1 –Intermediate/ B2- Upper Intermediate

Bilinguals (Hungarian/Serbian): 55

Monolinguals: 55

Vocabulary of English as a third language

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Ways of collecting data Questionnaire - 45minutes (in Serbian language)

• Two versions (bilinguals and monolinguals)

• 61 same questions, 6 additional for bilinguals (about Hungarian language)

• Based on three questionnaires on vocabulary strategies proposed by Gu & Johnson (1996), Schmitt (1997), and on Oxford’s (1990) ‘Strategy Inventory for Language Learning’ (SILL, version 7.0)

• Five-point Likert-scale

• Three parts: discovery, remembering and additional

• Fourth part: Pupils’ experience on vocabulary strategies

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Gu & Johnson (1996)

Schmitt (1997)

Oxford (1990)

Original In total

Monolinguals 15 25 8 13 61

Bilinguals 16 26 10 15 67

In total 31 51 18 28 128

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Cronbach's alpha:- 0.830- relatively high internal consistency

Discovery Consolidation0

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MonolingualsBilinguals  Discovery Consolidation

Monolinguals 3,47 2,70

Bilinguals 3,1 2,64

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Discovery and Consolidation

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Social

Memory

Cognitive

Metacognitive

0 0.5 1 1.5 2 2.5 3 3.5 4

Series2Series1

Monolinguals

Bilinguals

2.7 2.8 2.9 3 3.1 3.2 3.3 3.4 3.5 3.6 3.7

SocialDetermination

 DISCOVERY Monolinguals Bilinguals

Determination 3,42 3,04

Social 3,57 3,38

CONSOLIDATION 

Monolinguals Bilinguals

Social 2,87 2,67

Memory 2,65 2,61

Cognitive 3,44 3,23

Metacognitive 2,31 2,29

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Discovery Monolinguals Bilinguals

I try to guess from the context. I usually use an English-Hungarian dictionary when I see a new word.

I analyze the sentence in order to guess the meaning.

I prefer when the teacher gives an example in a sentence.

I rely on my experience and common sense. I use other means of discovery if I cannot find out the meaning right away.

I prefer when the teacher gives an example in a sentence.

I prefer when the teacher translates a word in a native language.

I prefer when the teacher paraphrases or gives a synonym. I rely on my experience and common sense.

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Consolidation Monolinguals Bilinguals

I use new words in speech and writing. I use new words in speech and writing.

I repeat the words that I've learned. I imagine how the word is written.

I use new words in a context in order to remember. I repeat the words that I've learned.

I talk to someone who can speak English. I link the new word with my experience.

I remember words by phrases I analyze pronunciation of a new word.

SocialCognitive

1217/10/2015During class

Written input

Visual input Audio input0

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BilingualsMonolinguals

Sources of vocabulary acquisitionsDictionary use

Pronounciation Meaning Use0

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BilingualsMonolinguals

13

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Anxiety and motivation

Bilinguals Monolinguals0

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AnxietyMotivation

Grammar and translation of a word

Serbian grammar

Hungarian grammar

Serbian translation

Hungarian translation

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BilingualsMonolinguals

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Bilinguals Monolinguals

Videogames Internet (google)

Billboards

Text messages

Using German

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Bilinguals Monolinguals

Talking to native speakers

Movies with English subtitles

Drawing Using new words in essays

Borrowing

Codemixing

Discovery

Consolidation

Q1 Q2 Q3 Q40

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4.5

BilingualsMonolinguals

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Discussion More frequent use of strategies by monolinguals (excluding metacognitive)

Determination (discovery) and cognitive (consolidation)

Dictionary used predominantly for discovering the meaning

Visual and auditory sources of vocabulary discovery

Tendency in reading more than monolinguals

Bilinguals less motivated and have a higher anxiety in the process

Rely on Hungarian language for grammar and translation

Look up words that interest them

Preference toward learning only the words for the text compared to monolinguals

Diverse techniques (drawing, videogames, etc.)

New technology

Multilingual world17/10/2015