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Since language is socially mediated and context dependent, it would be expected that learners’ use of language learning strategies
may vary with the environment. Using the Strategy Inventory for Language Learning (SILL) (Oxford, 1990), this study examines
the language learning behaviors and thought processes of two geographically and socio-educationally different groups by comparing
learning strategy use as reported by 428 monolingual Korean and 420 bilingual Korean-Chinese university students. Monolinguals
reported using compensation strategies most and affective strategies least. Bilinguals preferred to use metacognitive strategies
most and memory strategies least. Despite a less favorable formal English education environment in the Korean-Chinese community
and less experience in learning English, bilingual Korean-Chinese reported higher use of learning strategies, which is arguably
indicative of the positive effects of the bilingual context in learning a new language. 相似文献
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