The relationship between second language acquisition and mathematics accomplishment among second graders


Afsoon Piroozan 1 , * , Ramin Fazeli 2 , Parvin Rezaei 3

1 Instructor Department of Foreign Languages, Hormozgan University of Medical Sciences, Bandar Abbas, Iran.

2 Department of Foreign Languages, Sama University, Bandar Abbas, Iran.

3 Instructor Department of Community Medicine, Hormozgan University of Medical Science, Bandar Abbas, Iran.

How to Cite: Piroozan A , Fazeli R, Rezaei P. The relationship between second language acquisition and mathematics accomplishment among second graders, Hormozgan Med J. 2016 ; 19(6):e87653.


Hormozgan Medical Journal: 19 (6); e87653
Published Online: June 22, 2015
Article Type: Research Article
Received: May 05, 2015
Accepted: June 22, 2015


Introduction: Study of bilingualism will enhance the understanding of the cognitive and
neural mechanisms responsible for learning. Cognitive correlates of bilingualism such as
enhancement of attention control, problem solving and working memory would be worth
studying especially among young children to improve their future performances. Among the
wide range of advantages of bilingualism, working memory enhancement was the focus of
this study. The positive impact of working memory on mathematical skills has been
highlighted in previous surveys. Hence, the present study intended to investigate the
potential relation between second language acquisition (becoming bilingual) and mathematics
Methods: In this correlational study, 31 bilingual second graders who were selected
randomly participated in the experimental group after a placement test that homogenized
their second language learning background. The controls were also selected randomly from
among the peers with no second language learning background. After eliminating the
potentially influencing factor of intelligence, using Raven’s test, a standardized math test was
administered to the groups. The data was analyzed using SPSS program version 17. An
independent t-test was applied to compare the results of the two groups.
Results: The experimental group (with a mean of 7.3529) outperformed on the
Mathematics test than did the control group (with a mean of 7.0000). Yet the difference
between the performance results was statistically insignificant (P>0.05)
Conclusion: Since the finding of this study was contrary to the literature regarding the
outperformance of bilingual children, the reason of such result would be worth seeking in
further studies.



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