THE MOST FREQUENTLY USED LANGUAGE LEARNING STRATEGIES BY TURKISH ELEMENTARY AND UPPER INTERMEDIATE LEVEL PREPARATORY SCHOOL STUDENTS

Abstract

This article aims to investigate the use of language learning strategies reported by 114 students at the Preparatory School of Cyprus International University. The study was conducted in the 2009- 2010 academic year with Elementary and Upper-Intermediate level students.  The study is based on one independent variable (learners’ proficiency levels), six dependent variables (memory, cognitive, compensation, metacognitive, affective and social strategies) and possible relationships between these variables. 84 students from the Elementary level and 30 students from the Upper-Intermediate level participated in the study. The results of the study showed that Upper-Intermediate level students use language learning strategies more frequently than Elementary level students. Statistically significant difference was found between the learners’ proficiency levels and their use of cognitive, compensation, and social strategy.

Keywords: Language, language learning, language learning strategies, proficiency level, upper- intermediate, elementary.

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