The Links between Grammar Learning Strategies and Language Mindsets among L2 and L3 Learners: Examining the Role of Gender

Autor/inn/en	Zarrinabadi, Nourollah; Rezazadeh, Mohsen; Chehrazi, Abdollah
Titel	The Links between Grammar Learning Strategies and Language Mindsets among L2 and L3 Learners: Examining the Role of Gender
Quelle	In: International Journal of Multilingualism, 20 (2023) 2, S.347-364 (18 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zarrinabadi, Nourollah) ORCID (Rezazadeh, Mohsen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1479-0718
DOI	10.1080/14790718.2020.1871356
Schlagwörter	Grammar; Learning Strategies; Student Attitudes; Second Language Learning; English (Second Language); Sex Role; Foreign Countries; Gender Differences; Scores; Learning Motivation; Language Attitudes; Predictor Variables; Path Analysis; Iran + Suchen Sie Ihr Suchwort? Grammatik; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Schülerverhalten; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Geschlechterrolle; Ausland; Geschlechterkonflikt; Motivation for studies; Lernmotivation; Sprachverhalten; Prädiktor; Pfadanalyse
Abstract	This study sought to investigate the relationship between language mindsets and grammar learning strategies and grammatical performance among English as L2 and L3 learners. Moreover, this study examined fixed and growth language mindsets across gender and language groups. The sample included 320 (N[subscript L2] = 160, N[subscript L3] = 160) intermediate Iranian EFL learners who responded to self-report scales ta as well as a grammar test. Independent samples t-tests indicated that there were significant differences between mindsets scores of male and female L2 learners. The results also revealed that L2 learners endorsed more growth mindsets than L3 learners. Finally, path analysis showed that language mindsets significantly predicted grammar learning strategies and grammar scores of both L2 and L3 learners. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01