Ufuk-U_niversitesi-SBE-Dergisi-S-ayı-5-kopya

inclusion of instructors who are not competent in the learner’s native language to the languageinstitutions and universities should be evaluated as this will increase the amount of languagepractice which might not be possible with instructors who are able to use learners’ nativelanguage.6. ConclusionThe present study investigated the language learning strategies of bilingual andmultilingual learners and the effect of instructor’s native language on the strategy use. 70participants took part in the study and the Strategy Inventory for Language Learning (SILL)developed by Oxford (1990) was used. The results indicated a main effect of the numberlanguages known on the language learning strategies which shows that multilingual learnersused the strategies remarkably more often than bilingual learners. The analyses also showedthat the memory strategies and the cognitive strategies were less frequently used by bilingualthan multilingual learners. Additionally, the bilingual learners indicated that they useconsiderably more affective strategies with an instructor who does not share their nativelanguage than with one who does. Due to the limitation of the institution, the results of thepresent study should be considered suggestive for further research regarding the effect ofmultilingualism and instructor’s native language on language learning strategies and foreignlanguage learning.70