This paper will present a follow-up of a large-scale survey study (n=271) of language learning strategies of multilingual learners reported in Dmitrenko (2016, 2017). The literature review included three research fields: strategy research within Second Language Acquisition, research on multilingualism and third language acquisition, and teaching methodologies fostering individual multilingualism. The data were collected by means of the strategy questionnaire Multilingual SILL based on the extended version of Oxford's (1990) taxonomy (Dmitrenko, 2016, 2019) and different versions of the questionnaire Strategy Inventory for Language Learning (SILL; Oxford, 1986, 1990). Among 258 multilingual participants, 68 were aged between 50 and 65. The preliminary analysis of their learning strategies seems to point at an increasing use of memory and social strategies, and at a decreasing use of compensation, metacognitive, and affective strategies between 50 and 65 years (cf. Mora et al., 2018; Ohly, 2007; Quarles, 1998).
References
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