ABSTRACT

This study sought to investigate the relationship between language mindsets and grammar learning strategies and grammatical performance among English as L2 and L3 learners. Moreover, this study examined fixed and growth language mindsets across gender and language groups. The sample included 320 (N_L2 = 160, N_L3 = 160) intermediate Iranian EFL learners who responded to self-report scales ta as well as a grammar test. Independent samples t-tests indicated that there were significant differences between mindsets scores of male and female L2 learners. The results also revealed that L2 learners endorsed more growth mindsets than L3 learners. Finally, path analysis showed that language mindsets significantly predicted grammar learning strategies and grammar scores of both L2 and L3 learners.

摘要

本研究旨在调查二语和三语英语学习者的语言心态、语法学习策略和语法表现之间的关系。此外，这项研究还考察了不同性别和语言群体的固定语言心态和成长语言心态。样本包括 320 个（N _L2  = 160，N _L3 = 160) 对自我报告量表 ta 以及语法测试做出反应的中级伊朗英语学习者。独立样本t检验表明，男性和女性第二语言学习者的心态得分存在显着差异。结果还显示，第二语言学习者比第三语言学习者更认可成长心态。最后，路径分析表明，语言思维模式可以显着预测二语和三语学习者的语法学习策略和语法分数。