Third Language Vocabulary Acquisition: The Influence of Serbian and Hungarian as Native Languages on the English Language Situating Strategy Use: The Interplay of Language Learning Strategies and Individual Learner Characteristics Ivana Cvekić 17/10/2015 1

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 2 17/10/2015

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 17/10/20153

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 17/10/20154

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) 17/10/20155

Hungarians in Vojvodina (Serbia)  The biggest minority  Legal and educational rights  Town’s majority or minority  Knowledge of Serbian language 27/09/20156

The study  The Autonomous Province of Vojvodina (Serbia)  Zrenjanin, Novi Sad and Bečej  4 th 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 17/10/20157

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 17/10/20158 Gu & Johnson (1996) Schmitt (1997) Oxford (1990) OriginalIn total Monolinguals Bilinguals In total

17/10/20159 Cronbach's alpha: relatively high internal consistency DiscoveryConsolidation Monolinguals3,472,70 Bilinguals3,12,64

Discovery and Consolidation 17/10/ DISCOVERYMonolingualsBilinguals Determination3,423,04 Social3,573,38 CONSOLIDATION MonolingualsBilinguals Social2,872,67 Memory2,652,61 Cognitive3,443,23 Metacognitive2,312,29

DiscoveryMonolingualsBilinguals 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. 17/10/ ConsolidationMonolingualsBilinguals 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 phrasesI analyze pronunciation of a new word. Social Cognitive

17/10/ Sources of vocabulary acquisitionsDictionary use

17/10/ Anxiety and motivationGrammar and translation of a word

BilingualsMonolinguals VideogamesInternet (google) Billboards Text messages Using German 17/10/ BilingualsMonolinguals Talking to native speakersMovies with English subtitles DrawingUsing new words in essays Borrowing Codemixing Discovery Consolidation

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 world 17/10/201515