Abstract The inadequate English language proficiency (LP) of multilingual first-year students on a university campus in South Africa has proved to be an obstacle to successful academic literacy and performance. English is the medium of instruction at university, but not a home language for any of these students. There might be several reasons and solutions for this problem; however, this study focuses on one possible factor related to this predicament. The research question that was investigated is whether weak performance in English can be directly related to the use of second-language learning strategies. Consequently, a study was done based on the hypothesis that there is a correlation between second-language learning strategies (independent variable) and LP (dependent variable). This correlation was tested amongst a random selection of BA first-year students for whom English is a second language (L2), by using a standardised test and questionnaire. Data were analysed using Spearman’s rank-order correlation, by means of the Statistical Package for the Social Sciences (SPSS). The results show a correlation between LP and language learning strategies (LLSs) in general and a statistically significant correlation (r = 0.26) between compensation strategies and LP. This article reflects on the pedagogical implications for the teaching and learning of an L2 and recommendations are made in this regard.

中文翻译：

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多语种二语学生语言学习策略与语言能力的关系

摘要 南非一所大学校园多语种一年级学生的英语语言能力 (LP) 不足已被证明是成功学术素养和表现的障碍。英语是大学的教学语言，但不是这些学生的母语。此问题可能有多种原因和解决方案；然而，这项研究侧重于与这一困境相关的一个可能因素。调查的研究问题是英语成绩不佳是否与第二语言学习策略的使用直接相关。因此，基于第二语言学习策略（自变量）和 LP（因变量）之间存在相关性的假设进行了一项研究。通过使用标准化测试和问卷，在随机选择的英语为第二语言 (L2) 的 BA 一年级学生中测试了这种相关性。通过社会科学统计包 (SPSS)，使用 Spearman 的等级顺序相关性分析数据。结果显示 LP 和语言学习策略 (LLS) 之间的相关性一般以及补偿策略和 LP 之间的统计显着相关性 (r = 0.26)。本文反思了二语教学的教学意义，并在这方面提出了建议。通过社会科学统计包（SPSS）。结果显示 LP 和语言学习策略 (LLS) 之间的相关性一般以及补偿策略和 LP 之间的统计显着相关性 (r = 0.26)。本文反思了二语教学的教学意义，并在这方面提出了建议。通过社会科学统计软件包（SPSS）。结果显示 LP 和语言学习策略 (LLS) 之间的相关性一般以及补偿策略和 LP 之间的统计显着相关性 (r = 0.26)。本文反思了二语教学的教学意义，并在这方面提出了建议。