Relationship between Georgian-Persian biliterate additive bilingualism and learners’ proficiency in English as a foreign language

Author/s:

Googoonani, Mohsen
English Department, Isfahan Branch, Islamic Azad University, Isfahan, Iran (mohsen_sandro@yahoo.com)

Simin, Shahla*
Farhangian University, Iran (shahlasimin@yahoo.com)

Abstract:

Third language acquisition (TLA) is a broad, complex, and also new topic of research. The present research aimed to find out the relationship between Georgian-Persian biliterate additive bilingualism on learners’ proficiency in English as a foreign language. In this study, the participants were both monolingual and bilingual. Monolinguals live in Golpayegan, which is a monolingual region and people speak Persian. Bilinguals live in Ferydunshahr, which is a bilingual area, and Georgian and Persian are spoken there. All the participants were divided into two groups of A and B. Each group consisted of 40 participants, both male and female, who were 14-18 years old. Monolinguals were studying English at the intermediate level in Arad Private Institute and bilinguals were studying English at the intermediate level in Pegah Omid Private Institute. After completing the questionnaires and tests by the participants, the results were analyzed. The findings indicated that there was no significant relationship between Georgian and Persian biliterary additive bilingualism and proficiency in English as a foreign language. The finding also showed that there was no significant relationship between languages typology and the third language acquisition. Based on the findings, it can be concluded that the income, education, and profession of parents had no effect on enhancing learners’ language acquisition.

Keywords: language acquisition; monolingualism; bilingualism; multilingualism; biliteracy; additive bilingualism; language proficiency

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DOI: https://doi.org/10.5861/ijrsll.2016.1659

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