The relationship between mother tongue and English second language learning strategies

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dc.contributor.authorMakoni, Rachel, Tuso
dc.date.accessioned2018-06-11T10:18:01Z
dc.date.available2018-06-11T10:18:01Z
dc.date.issued2016
dc.descriptionSubmitted in part fulfilment of the requirements for the degree Masters in Educational Psychology At the: University of Witwatersrand, Johannesburgen_ZA
dc.description.abstractSouth Africa is a multicultural and multilingual country. The majority of learners (90%) speak a mother tongue that is not English. The language of instruction is however English. English has become the dominant language in education, commerce and industry and therefore proficiency in the language is imperative. In order to help learners learn more efficiently, and to inform education policy making, an exploration of what language learning strategies learners from divergent mother tongue backgrounds employ, is beneficial. This study was conducted in a high school, in a township area of Gauteng, South Africa in order to investigate whether there is a relationship between the mother tongue of South African high school learners and English second language learning strategies employed by these learners. The sample consisted of 107 Grade 8-Grade 12 participants who were receiving instruction in English, with their mother tongue specified as one of the 9 African languages. Learners were asked to complete a 50 item questionnaire, as well as a demographical information form. The results showed that although there was no significant relationship between mother tongue and English second language learning strategies used by high school learners, other variables such as number of years of English language instruction and age were significant variables that influenced choice of English language learning strategy use. It was also found that metacognitive strategies were the most commonly used English language learning strategies. Research on the relationship between mother tongue and language learning strategy use is imperative given the significant number of learners that would benefit from this research and subsequent interventions implemented.en_ZA
dc.description.librarianAC2018en_ZA
dc.identifier.urihttps://hdl.handle.net/10539/24635
dc.language.isoenen_ZA
dc.subjectNative language and education.en_ZA
dc.subjectSecond language acquisition.en_ZA
dc.subjectMulticultural education.en_ZA
dc.titleThe relationship between mother tongue and English second language learning strategiesen_ZA
dc.typeThesisen_ZA
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