Effects of bilingualism on L3 vocabulary learning among Iranian EFL learners

It is well documented that everybody’s first language or mother tongue influences the way one learns his/her second language (Wade-Wolley, 1999; Liszka, 2004). However, the difference and comparison of this effect on third language learning motivated the researchers to investigate whether Arabic-Per...

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Main Authors:	Zare, Mostafa, Mobarakeh, Sajad Davoudi
Format:	Article
Language:	English
Published:	Penerbit UKM 2013
Online Access:	http://journalarticle.ukm.my/6048/ http://journalarticle.ukm.my/6048/ http://journalarticle.ukm.my/6048/1/2247-4456-1-SM.pdf

id	ukm-6048
recordtype	eprints
spelling	ukm-60482013-03-19T04:04:15Z http://journalarticle.ukm.my/6048/ Effects of bilingualism on L3 vocabulary learning among Iranian EFL learners Zare, Mostafa Mobarakeh, Sajad Davoudi It is well documented that everybody’s first language or mother tongue influences the way one learns his/her second language (Wade-Wolley, 1999; Liszka, 2004). However, the difference and comparison of this effect on third language learning motivated the researchers to investigate whether Arabic-Persian bilinguals(APBs) take advantage of their bilingualism in learning the third language (English) versus Persian monolinguals (PMs) or not. The study sample comprised of 100 male senior high school students who were randomly selected. 50 PM students were in one group and 50 APB students were in the other group. Firstly, a questionnaire through which mono/bilingualism and proficiency level in the language skills were asked was given to students. Then a list of English words was presented to the students and they were requested to write the meaning of words they knew. 50 words meaning of which none of the students in both groups knew were selected to be taught. For homogeneity purpose, Oxford Placement Test (OPT) was also used. After taking the pretest (based on 50 unknown words), students received the treatment (50 unknown words were taught). Finally, posttest was run and the performance of both groups onL3 general, recognition and production vocabulary was analyzed. Results of three T-tests revealed that APBs in general and in L3 production vocabulary learning outperformed their PMs. The results also showed that no significant difference was seen between APBs and PMs in L3 recognition vocabulary learning. Penerbit UKM 2013-02 Article PeerReviewed application/pdf en http://journalarticle.ukm.my/6048/1/2247-4456-1-SM.pdf Zare, Mostafa and Mobarakeh, Sajad Davoudi (2013) Effects of bilingualism on L3 vocabulary learning among Iranian EFL learners. GEMA: Online Journal of Language Studies, 13 (1). pp. 127-138. ISSN 1675-8021 http://www.ukm.my/ppbl/Gema/gemahome.html
repository_type	Digital Repository
institution_category	Local University
institution	Universiti Kebangasaan Malaysia
building	UKM Institutional Repository
collection	Online Access
language	English
description	It is well documented that everybody’s first language or mother tongue influences the way one learns his/her second language (Wade-Wolley, 1999; Liszka, 2004). However, the difference and comparison of this effect on third language learning motivated the researchers to investigate whether Arabic-Persian bilinguals(APBs) take advantage of their bilingualism in learning the third language (English) versus Persian monolinguals (PMs) or not. The study sample comprised of 100 male senior high school students who were randomly selected. 50 PM students were in one group and 50 APB students were in the other group. Firstly, a questionnaire through which mono/bilingualism and proficiency level in the language skills were asked was given to students. Then a list of English words was presented to the students and they were requested to write the meaning of words they knew. 50 words meaning of which none of the students in both groups knew were selected to be taught. For homogeneity purpose, Oxford Placement Test (OPT) was also used. After taking the pretest (based on 50 unknown words), students received the treatment (50 unknown words were taught). Finally, posttest was run and the performance of both groups onL3 general, recognition and production vocabulary was analyzed. Results of three T-tests revealed that APBs in general and in L3 production vocabulary learning outperformed their PMs. The results also showed that no significant difference was seen between APBs and PMs in L3 recognition vocabulary learning.
format	Article
author	Zare, Mostafa Mobarakeh, Sajad Davoudi
spellingShingle	Zare, Mostafa Mobarakeh, Sajad Davoudi Effects of bilingualism on L3 vocabulary learning among Iranian EFL learners
author_facet	Zare, Mostafa Mobarakeh, Sajad Davoudi
author_sort	Zare, Mostafa
title	Effects of bilingualism on L3 vocabulary learning among Iranian EFL learners
title_short	Effects of bilingualism on L3 vocabulary learning among Iranian EFL learners
title_full	Effects of bilingualism on L3 vocabulary learning among Iranian EFL learners
title_fullStr	Effects of bilingualism on L3 vocabulary learning among Iranian EFL learners
title_full_unstemmed	Effects of bilingualism on L3 vocabulary learning among Iranian EFL learners
title_sort	effects of bilingualism on l3 vocabulary learning among iranian efl learners
publisher	Penerbit UKM
publishDate	2013
url	http://journalarticle.ukm.my/6048/ http://journalarticle.ukm.my/6048/ http://journalarticle.ukm.my/6048/1/2247-4456-1-SM.pdf
first_indexed	2023-09-18T19:45:49Z
last_indexed	2023-09-18T19:45:49Z
_version_	1777405892041375744

Effects of bilingualism on L3 vocabulary learning among Iranian EFL learners

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