Relationships of language learning variables in the acquisition of third languages in a multilingual context

Abstract

<p>This paper reinforces the importance of third language acquisition research in a multilingual context focusing on language experience, vocabulary learning strategies, emotional self-regulation strategies, and language anxiety. This study explored three languages: Chinese, Korean, and Vietnamese, to know if there are significant relationships between the above variables in third language acquisition. Three specific sets of survey questionnaires were distributed to various students enrolled in foreign language courses offered in a language department in a university. To focus on the relationships of language learning variables of a foreign language, correlational design was used to analyze the survey questionnaires' responses for each language course. Among students who were enrolled in Chinese, significant relationships were established between language anxiety and language experience, language anxiety, and emotional self-regulation strategies. Significant associations were found between emotional self-regulation strategies and language experience, emotional self-regulation strategies, and vocabulary strategies, and language performance and language experience for those students enrolled in the Korean language. In learning Vietnamese, significant relationships were found between language anxiety and vocabulary strategies, language performance, and language anxiety. Teachers may need to re-evaluate prepared teaching and learning materials, for example, material difficulty, to help students alleviate anxiety in learning.</p>

English Language Attrition Levels and Language Maintenance Efforts among Indonesian Non-English Department Students

“…It was even lower than that for those who included English but spoke more than two languages. This result confirms Wilang and Duy (2021), who argued that it might be due to the fact that the more languages spoken, the more resources needed to maintain them. It is also necessary to state that these three or more languages impose a more comprehensive and heavier load on speakers, which affects language stability.…”

Vocabulary Learning in Chinese as a Second Language: Exploring the Role of Self-Regulation in Facilitating Vocabulary Knowledge of Second Language Learners

“…Some self-regulation factors, such as emotion regulation, are significantly correlated to Chinese vocabulary learning strategies and vocabulary knowledge among Vietnamese university students. However, other selfregulation factors are not significantly correlated (Wilang and Duy, 2021).…”

Integrating Contrastive Analysis into Classroom in English as Foreign Language Context

“…The learners do not have sufficient communication exposure and context (Brown, 2001). Consequently, students suffer various things in learning, such as anxiety, reluctance in speaking English, far from self-regulated learning (Wilang & Duy, 2021). In Indonesia, for instance, those problems exist among the English learners.…”