Lydia Mitits and Zoe Gavriilidou
Democritus University of Thrace
This study compares language learning strategy (LLS) use between Greek L2 and English FL and a possible variation in the frequency and type of LLSs employed in the two languages in order to depict the strategic profiles of the multilingual learners aged 12–15 (n = 307). It also observes the effect of gender in relation to a second vs. foreign language context. The Strategy Inventory for Language Learning (SILL) is used to measure the frequency of strategy use. The findings suggest a positive correlation between Greek and English LLSs. Also, there is a statistically significant variation with respect to the frequency of overall strategy use between Greek and English, statistically significantly higher in Greek, and between strategy categories, with cognitive strategies showing a higher frequency of use in Greek and affective strategies in English. There are statistically significant differences on 19 individual strategic items between Greek and English. The findings show that the differences are statistically significantly higher in multilingual girls, both when learning English and Greek. The multilingual boys’ higher use of LLSs in their second language Greek is observed, whereas multilingual girls tend to use strategies for both languages equally frequently.