THE ROLE OF BILINGUALISM IN ACQUIRING A FOREIGN LANGUAGE

The present study emphasizes the role of bilingualism in foreign language learning by investigating the acquisition of English as a third language of Turkish bilingual university students with Arabian origins. This study is based on a phenomenologic research design which is a qualitative research methodology, within the interpretive research paradigm, that inquires the qualitatively diverse ways in which people experience something. The data of the study were gathered through a semi-structured interview developed by the researcher and content analysis technique was utilized to analyze the collected data. The results of the study suggest that being already proficient in both Turkish and Arabic languages facilitates the acquisition of a third language and the already possessed languages provide an advantage in acquiring a new language.


Introduction
Whether a second language assists a learner to learn other languages or not has been great concern in the related literature. This effect may emerge solely under particular circumstances in which the attitudes towards L2 acquisition influence the learning of the next nonnative language. Further, the effect may contain specific areas of acquisition and not others− for instance, lexical but not syntactic acquisition (Alonso, et al., 2017;Klein, 1995). Additive bilingualism− proficiency in the two languages in a balanced manner (Googoonani & Simin, 2018;Lambert, 1979;Üredi & Ulum, 2016) has been declared to promote a third language learning since those who know a second language have been noted to be better third language learners. Besides, bilingual education appears to be paving the way to additive bilingualism. Thomas (1988) discovered that those who were biliterate formed more expertise in a third language than students with monolingual literacy− knowing or able to use only one language. Further, Bild and Swain (1989), besides Rothman, Alonso, and Puig-Mayenco (2019), suggested that competence in two languages positively affected third language acquisition. Swain, Lapkin, Rowen, and Hart (1990) clarified that kids who could read and write in their mother tongue attained higher grades in their third language French, compared to those who could not read or write in their mother tongue. Additionally, a number of studies in the related field propose that having literacy in two languages promotes meta-linguistic awareness. Juveniles who are subject to two languages are prone to form awareness towards use of language and thus, they may rapidly crack the codes of a third language (Bartolotti & Marian, 2017;Klein, 1995). Studies on third language learning have been extensively conducted in recent decades (Abu-Rabia & Sanitsky, 2010;Grey, Williams, & Rebuschat, 2014;Molnár, 2010;Slabakova, 2017). An analytical relation of this is the awareness of the reality that people are possibly and naturally multilingual, that multilingualism is the natural case of language competency, and that this develops suggestions for a proper theory of language ability, utilization and learning. The difference between second and third language learning indicates that language learners are being cut off based on the intricacy of their language knowledge (Hammarberg, 2009). Acquisition of a third language was previously included in the field of second language acquisition. Many researchers have recently and earnestly begun to look at the incident of third language acquisition or multilingualism as an individual area of query (Leung, 2007). The expansion of English in Europe− as the most dominant language of broader communication has highly fostered social and individual bilingualism, as well as multilingualism. In a similar vein, such drastic changes within the linguistic domain have been encountered in Spain where trilingualism is a common situation (Köksal & Ulum, 2016;Mesaros, 2009). Therefore, this paper focuses on the conceptions of EFL bilingual students on the effects of bilingualism in acquiring English as a 3 rd language. This study inquired the stated incident since bilinguals are more experienced language learners and have probably formed learning strategies to a larger scope compared to monolinguals. Moreover, their linguistic (Ünveren, 2019) and intercultural (Er & Bozkırlı, 2019) repertories are larger.

Methodology
This study aims at finding out the conceptions of EFL students on the effects of their bilingual background in acquiring English as a 3rd language. In order to probe the incident, the study utilized phenomenology− a scientific approach to refer to an explicitly third-person. Likewise, it is an approach to portray related consciousness or experiences through scientific ______________________________________________ Uluslararası Türkçe Edebiyat Kültür Eğitim Dergisi Sayı: 9/3 2020 s. 1209-1215, TÜRKİYE principles with an anthropological bent. Further, this approach associates the third-person's selfreports with any available evidence to understand their cognitive states. In brief, this approach aims at qualitatively interpreting how the subject perceives the world around.
According to the decisions taken by the relevant boards of Tübitak Ulakbim Tr Dizin, the approval of the ethics committee will be requested from the authors of the articles that will be submitted for publication in all journals that are indexed in Tr Dizin for 2020. However, the present paper was conducted in 2019.

Participants
The required data were gathered from 3 EFL students studying in the English preparatory class of a state university in Turkey. The mother tongue of each participant is Arabic. Further, they all speak both Arabic and Turkish proficiently since they are additive bilinguals. They are all Turkish citizens with Arabic origins. Each of the participants is female.

Instruments
In order to form the semi-structured interview questions, the related literature was firstly scanned. Further, the already developed scales were examined. Having listed a number of items, the most proper ones were selected and the interview questions were developed accordingly. In a similar vein, the data of the study were gathered through semi-structured interview questions formed by the researcher. Inter-coder reliability was conducted for the semi-structured interview questions. For the coding reliability of the interview, Kappa Coefficient for Inter-coder Reliability was calculated and it was found that the coding process was highly reliable (K= .870, p<.001). Convenience sampling method was utilized in the study (Acharya, Prakash, Saxena, and Nigam, 2013).

Findings and Results
This section clarifies the parts of interview successively as the effects of bilingualism on EFL learning, the effects of bilingualism on learning EFL structures, the effects of bilingualism on learning EFL vocabulary, the advantage of the first or second language, strategies used while learning EFL, and difficulties in EFL learning, comparison of the first and second language with the third language. Table 1 displays the themes related to the conceptions of the informants on the effects of bilingualism on EFL learning.  Comparing Arabic and English structures helps me understand English more.
It is beneficial to analyze three languages but sometimes I find it confusing.
The informants declare the structural relations between different languages. In a similar vein, three respondents put forward that they make structural relations while studying English. It is beneficial to compare the words in each language.
As Table 3 clearly represents, the informants use Arabic or Turkish equivalents of English words. Similarly, three respondents compare the equivalents in three languages. Table 4 simply illustrates that all the informants declare the advantage of being bilingual on the third language acquisition. Further, while two respondents state the advantage of Turkish language on learning English, one expresses the advantage of Arabic on learning English language. As Table 5 explains, there are a number of practices mentioned by the informants. While two respondents, for each, expressed listening to music and watching movies, one participant, for each, uttered such practices as Using a dictionary, Online activities, Making daily revisions, and Getting support from others. We understand from Table 6 that there are a number of difficulties suggested by the informants. The informants declared problems in writing, reading, knowledge transfer in exams, sentence formation. All the informants declared similarities and diversities between languages. In other words, three respondents compare and contrast English, Turkish, and Arabic and declare both differences and similarities.

Discussion and Conclusion
Bilingualism and multilingualism are currently more commonly utilized terms than they were in the past (Baumgart & Billick, 2018;Harris & McGhee-Nelson, 1992). The related literature on diverse psycholinguist dimensions of bilingualism focuses mainly on two areas. The initial one is composed of case-studies of juveniles whose families consciously try to attain bilingualism in their kids. Sometimes, the conductors of such studies are the parents themselves. Every stated case is exclusive, with diverse situations and characteristics contributing to the proficient, or less proficient, concurrent acquisition of two languages. Though we observe similarities, and compromise in the premises made (e.g. a steady devotion by families to the 'one person one language' assumption when talking to the child seems to devote to the brilliant formation of bilingualism), still there has been little progress of typical themes (Slavkov, 2017;Hoffmann, 1985). Research on learning a third language in a bilingual environment has suggested that literacy in two languages promotes the acquisition of a third one (Edele, Kempert, & Schotte, 2018;Swain, Lapkin, Rowen, & Hart, 1990), just like our study in which the informants suggested the same. The study conducted by Sanz, (2000) compared the acquisition of English as a third language by Catalan bilingual high school students with the acquisition of English by Spanish monolinguals. It was found out that bilingualism has an actual positive impact on the acquisition of a third language. Further, in the study, the evidence was discussed from a cognitive perspective. In our study, the perspectives of the informants also suggested the same result. Similar to our study, previous research also suggested that selfreported language perceptions may be the indicative of linguistic ability (Leivada, Kambanaros, Taxitari, & Grohmann, 2017;Ross, 1998;Shameem, 1998). The already existing selfassessment instruments for inquiring bilinguals cover both domain-general (Branzi, Calabria, Boscarino, & Costa, 2016;Guerrero, Goggin, & Ellis, 1999) and domain-specific competency (Jia, Aaronson, & Wu, 2002). For example, in a study of the relation between self-reported competency and language achievement, Delgado et al. (1999) evaluated Spanish-English bilinguals and associated the self-assessed competency in English and Spanish with the efficiency on the Woodcock-Muñoz Language Survey (Woodcock & Muñoz-Sandoval, 1993). Besides, Delgado et al. (1999) discovered that informants tested their first-language skills more precisely than they their second-language skills. Woodcock-Muñoz scores related each selfreported data of the first language competency with solely the self-reported data of the second language reading and writing (not with the second language speaking and comprehension). In a ______________________________________________ Uluslararası Türkçe Edebiyat Kültür Eğitim Dergisi Sayı: 9/3 2020 s. 1209-1215, TÜRKİYE similar vein, Bahrick, et al. (1994) explored that language dominance ratings associated highly with attainment in some tasks (e.g., vocabulary recognition) but associated less with achievement in other tasks (e.g., speaking skills). In our study, the informants declared correlations between bilingualism and third language acquisition in that they conceive it advantageous to be bilinguals when acquiring a third language. Further, that the respondents mostly listen to English songs and watch movies in English may be the reason of finding speaking English easy compared to writing in English.