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• W830890315 abstract "AbstractThis study intended to investigate the language learning strategies used by learners of English as a foreign language. This thesis aimed to find the amount of strategies and the domain differences of the strategies used to reveal the difference in strategy use between genders. Sixty (male, female) students from Islamic Azad University of Rasht participated in the study who were selected based on their performance on OPT test. The participants were at intermediate level in terms of their general foreign language proficiency based on OPT test direction. Then the data were gathered through administration of strategy inventory for language learning (SILL) of Oxford (1990). Before doing the main study, the reliability of the instruments employed in the study was estimated through a pilot study on 15 EFL students who were representative of the main group in terms of their general language proficiency. The instrument, based on Oxford's (1990) classification of the language learning strategies, is composed of 50 items in six subscales. It was suggested that there was a significant difference between Iranian female and male intermediate EFL learners in terms of their use of components of direct and indirect strategies including cognitive, socio- affective, meta-cognitive strategies.Keywords: Gender, Language learning strategies Social Strategies, Metacognitive Strategies, Cognitive Strategies1. IntroductionMillions of people are trying to learn English as it is the language studied most as a foreign language all around the world. As a result of this increasing interest, researchers have been investigating how English is learnt, so there was a need to study the learners themselves. Conducting research on the learners themselves was inevitable As shown in several studies, many learner-related factors exist which influence language learning; even if the same instruction was giver to the learners the outcome seems to be quite different and varied. The most significant studies were done in the areas of language learning and strategy use. Over the past few decades, the relationship of the use of language learning strategies with success in learning a second or foreign language has been investigated in many research studies. The studies showed certain factors' significant interaction with mastering a target language; yet, there were not any sole indicators of language learning. By more investigation on the learner, several scholars in the fields of language education, SLA, and bilingualism have claimed the influence of gender on access to linguistic and interactional resources, on the dynamics of classroom interaction, and on language learning outcomes.In this respect, along with language learning strategies and other variables, the impact of gender on ESL and EFL learning has been sought. Different researchers have different perspectives on the connection between gender and learning a foreign or second language. Some researches still stand by variationist and interactional sociolinguistics methodology and they treat gender as a variable (Eilig & Morin, 2001), while others, taking critical, poststructuralist and feminist theories as a base, find gender as a system of social relations and discursive practices(Davis & SkiltonSylvester, 2004).It is therefore clear that to be able to fully understand the nature of SLA; scholars need to have a deeper understanding of the bilateral interrelation of language learning strategies, gender and other essential variables.2. Literature ReviewRegardless of the changing research philosophies and practices, traditional gender perspectives, the superiority of female language learners being the first, persist among TESOL educators (Sunderland, 2000). SLA research and practice still continue to hold the belief that gender differences can be reified, and are uniform across language learning contexts (Davis & Skilton-Sylvester, 2004). For instance, a number of researchers (i. …" @default.
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• W830890315 date "2014-06-01" @default.
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• W830890315 title "The Relationship between Gender and Learning Strategies" @default.
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