The present work involves a research study that profiled two speakers of two Germanic languages between English, Swedish, and Dutch, who were interviewed on their approach to learning the third language in that group. Its purpose was to discern potential correlations between learning strategies implemented for language learning within the same language family. Results indicated stronger inclinations for learning via the social domain based on structural, semantic, and cognitive inferences from the known languages to the target language, which led to improved motivation for proactive engagement with the target language.
