意土双语学生词汇学习策略:同时习得和顺序习得的影响

Q3 Arts and Humanities
Cemil Gökhan Karacan, Kenan Dikilitaş
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引用次数: 1

摘要

词汇学习策略领域一直是语言学习策略领域的研究领域之一。双语者使用的语言和词汇学习策略与单语者不同(Hong Nam&Leavell,2007;Jessner,1999)。尽管有许多研究调查和比较了单语、双语和多语言学习策略的使用,但没有研究比较同时和连续双语者的词汇学习策略使用。本文通过调查和比较意大利-土耳其同时双语和顺序双语高中生报告的策略来解决这一差距,共有103名参与者,其中34人是同时双语者,其余69人是顺序双语者。使用Schmitt(1997)开发的词汇学习策略问卷(VLSQ)作为数据收集工具。我们发现,同时和连续双语者(a)是中高级词汇策略用户,(b)报告使用社交策略最多,(c)在词汇学习策略类型的选择上没有显著差异,但(d)在元认知策略使用的选择上有显著差异。研究结果对教师和教师教育工作者提供了启示,特别是他们如何在单语环境中教授和支持双语学生的词汇学习过程。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Vocabulary Learning Strategies of Italian-Turkish Bilingual Students: Impact of Simultaneous and Sequential Acquisition
Summary Vocabulary learning strategy domain has been one of the areas of research in the language learning strategy field. Bilinguals use different language and vocabulary learning strategies than monolinguals (Hong-Nam & Leavell, 2007; Jessner, 1999). Even though there are numerous studies that investigate and compare monolingual, bilingual, and multilingual language learning strategy use, no studies have been conducted to compare the vocabulary learning strategy use in simultaneous and sequential bilinguals. This paper addresses this gap by investigating and comparing those strategies reported by Italian-Turkish simultaneous and sequential bilingual high school students with a total number of 103 participants, 34 of which are simultaneous bilinguals and the remaining 69 sequential bilinguals. The Vocabulary Learning Strategies Questionnaire (VLSQ) developed by Schmitt (1997) was utilized as the instrument of data collection. We found that simultaneous and sequential bilinguals (a) are medium to high level vocabulary strategy users, (b) report using social strategies the most, (c) do not differ considerably in their choice of vocabulary learning strategy type, but (d) differ substantially in their choices of metacognitive strategy use. The results offer implications for teachers and teacher educators particularly as to how they teach and support bilingual students’ vocabulary learning process in monolingual contexts.
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来源期刊
Sustainable Multilingualism
Sustainable Multilingualism Social Sciences-Linguistics and Language
CiteScore
0.50
自引率
0.00%
发文量
10
审稿时长
39 weeks
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