third language vocabulary acquisition: the influence of serbian and hungarian as native languages on...
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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
0.5
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1.5
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2.5
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3.5
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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
0.5
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1.5
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2.5
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3.5
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4.5
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BilingualsMonolinguals
Sources of vocabulary acquisitionsDictionary use
Pronounciation Meaning Use0
0.5
1
1.5
2
2.5
3
3.5
4
BilingualsMonolinguals
13
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Anxiety and motivation
Bilinguals Monolinguals0
0.5
1
1.5
2
2.5
3
3.5
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AnxietyMotivation
Grammar and translation of a word
Serbian grammar
Hungarian grammar
Serbian translation
Hungarian translation
0
0.5
1
1.5
2
2.5
3
3.5
4
BilingualsMonolinguals
14
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
0.5
1
1.5
2
2.5
3
3.5
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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