مقايسه يادگيري زبان انگليسي دانش آموزان دو زبانه با دانش آموزان يك زبانه

A Comparative Study on English Language Learning among Bilinguals and Monolinguals

This study investigates the relationship between bilingualism and monolingualism in English language learning among boy students of the third grade in junior high schools. 200 students who were Farsi-Arab bilinguals were selected using cluster random sampling from schools in District 4 in Ahvaz. Data were collected using a researcher-made questionnaire, Ryan Intelligence Test, teacher-made final exam. The results indicates that the highest degree of correlation was calculated between studentsʹ English language learning and learner-centered teaching method. Except two variables of learning-centeredness and studentsʹ sequence of birthdays, other variables show a correlation with English language learning especially bilingualism, learner-centered teaching, economic and cultural status of the family, appropriate condition of the institutes, teachers education, and studentsʹ intelligence. These variable explain 88% of the variation in language learning. Controlling individual variables, a significant correlation is calculated between language learning score and bilingualism (a<0.05, r=47). Therefore, bilingualism can explain 25% of the variation in language learning which is meaningful at (a<0.05). With controlling individual, family, anf institution variables, a significant difference is observed between bilingual and monolingual students in learning English language. ANCOVA has also indicates the same results.