Language Learning Strategies in Multilinguals: Do Career Choices Make a Difference?

People in Croatia seem to choose learning foreign languages, besides their obligatory ones throughout their education, even when they do not choose a career in languages. This study investigated the use of language learning strategies of multilinguals who majored in languages (the L group) and those who did not (the NL group). There were eight participants, four in each group, who spoke at least two foreign languages. The study was conducted using the form of an interview which consisted of two parts. The first part focused on examining the levels of metalinguistic awareness, and approach and attitudes towards language learning, whereas in the second part the focus was on more specific information about language learning strategies. Findings show that both groups form their attitudes to language learning based on their personal experiences and use their L1 to help them with a foreign language. They both make connections between languages they speak and notice similarities and differences in them. However, it seems that the L group is more metalinguistically aware than the NL group. This was shown in the inconsistency of some answers given by the NL group. Learning vocabulary seems to differ on the individual level, but it can generally be concluded that the L group approaches it by paying attention to many factors that are proven to have a positive effect on language learning, as opposed to the NL group. Another difference was found in the way students plan their learning. It seems that the L group does not plan their learning as much as the NL group does, when it comes to language. Moreover, the L group seems to have a better understanding of some features of English grammar that do not exist in Croatian. The NL group, on the other hand, uses popular culture to improve their language learning and emphasizes it more than the L group does. It was concluded that the career choice possibly affected language learning strategies which shaped language learning differently for both groups, but did not affect success in acquiring those languages.