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The main focus of this thesis is to describe the similarities and differences between monolinguals’ and bilinguals’ use of language learning strategies in the EFL classroom. Therefore, the following research question is to be answered: Does the use of language learning strategies differ between monolingual and bilingual learners of English as a foreign language? Further goals of the thesis include enhancing one’s understanding of strategies that learners already employ, and examining how learning strategies can be effectively integrated in language lessons. This thesis consists of a theoretical and an empirical part. The first chapter of the theoretical part sets the scene for the rest of the thesis by defining and comparing relevant terms in the field of language learning. Following, the second and third chapter present main theories of first and second language acquisition. In addition, chapter four considers definitions and forms of bilingualism from different perspectives. And, finally, chapter five focuses on language learning strategies, which are the “heart” of this thesis. The empirical section describes the research project in greater detail, for which the quantitative research method was used. For the study, a standardised questionnaire was carried out. After evaluating the research data, the original hypothesis, which states that bilinguals show a higher frequency in the use of language learning strategies when compared to monolinguals, was confirmed. Apart from that, the results show striking similarities in the ranking of strategy use between monolinguals and bilinguals.
The purpose of this bachelor thesis is to discover the benefits of short term mutual teaching placements abroad and their influence on the de velopment of intercultural competence and cultural awareness. This the sis was done in collaboration with a more extensive study carried out by the Private University College of Education of The Diocese of Linz(PHDL) and its partners of the University of Edinburgh and York St. John Univer sity. The theoretical part of this thesis gives an in-depth look into different ap proaches to culture and its connected aspects, such as evolutionary der ivation, its connection to learning and language, immersion, levels of cul tural awareness, and intercultural competence. Further, it describes the importance of study abroad programs for learning about other cultures and understanding them. For the following empirical part, a questionnaire designed by the PHDL and their partners is used to underpin the importance of short-term mu tual teaching placements abroad on developing cultural awareness and intercultural competence. For this purpose, the research questions of the provided questionnaire have been narrowed to eight questions from the sections cultural studies, language, and education system. The results show that participants of such teaching placements get a sur prisingly deep insight into different cultural aspects over a period of about three weeks, and it significantly influences their cultural awareness and intercultural competence.
