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Articles

Language learning strategies of multilingual adults learning additional languages

Pages 6-22 | Received 16 May 2016, Accepted 30 Sep 2016, Published online: 05 Jan 2017
 

ABSTRACT

The main goal consisted in identifying and bringing together strategies of multilinguals as a particular learner group. Therefore, research was placed in the intersection of the three fields: language learning strategies (LLS), third language acquisition (TLA), and the didactics of plurilingualism. First, the paper synthesises the major findings of research on LLS applied by multilinguals learning additional (European) languages. Then two interrelated empirical studies combining quantitative and qualitative research methods are reported. The strategies identified in the literature and in the mixed-method study 1 (n = 18) were integrated into Oxford’s[(1990). Language learning strategies: What every teacher should know. Boston, MA: Heinle and Heinle] taxonomy and into a new strategy questionnaire for multilingual learners Multilingual Strategy Inventory for Language Learning (M-SILL). Almost 90% of the strategies tested in the large-scale survey study 2 (n = 271) were reported by the multilingual participants as applied with a high or moderate frequency. A significant correlation was detected between the learners’ degree of multilingualism and the use of the M-SILL strategies, with a major increase in L3 learning. This finding provided an additional support to the claims that there is a ‘threshold’ effect in L3 learning and that TLA is different from SLA.

Acknowledgements

I am very grateful to Professor Jasone Cenoz and to the anonymous reviewers for their helpful comments and advice on the earlier drafts of this article.

Disclosure statement

No potential conflict of interest was reported by the author.

Additional information

Funding

This research was carried out with the financial support from the Department of Education of the Government of Navarra, Spain [Resolution 66/2010, 8.03.2010].

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