Connecting beliefs, learning strategies, and daily language use: predictors of French grammar achievement in multilingual learners
Year: 2025
Type: article
Study design: Observational Study
Abstract: This study investigated the relationship between the daily use of multiple languages, beliefs about grammar teaching, grammar learning strategies, and grammar achievement in learners of French as a foreign language in Norwegian upper-secondary schools. Data from 124 students, collected via a questionnaire and two grammar assessments, revealed that participants who used more languages daily held stronger beliefs in the importance of form-focused instruction, a deductive approach to grammar teaching, and terminology than those who used fewer languages. The findings also revealed that the use of grammar learning strategies, specifically those where participants drew on their entire linguistic repertoire, alongside their beliefs in the importance of a deductive approach to grammar teaching and the daily use of multiple languages, was most consistently associated with better outcomes in the grammar assessments.
Author: Raees Calafato
Institution: University of South-Eastern Norway
Language: English
Subfield: Language and Linguistics
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W4413332116