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Gender and language learning strategies: looking beyond the categories

Liyanage, Indika and Bartlett, Brendan John 2012, Gender and language learning strategies: looking beyond the categories, Language learning journal, vol. 40, no. 2, pp. 237-253, doi: 10.1080/09571736.2011.574818.

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Title Gender and language learning strategies: looking beyond the categories
Author(s) Liyanage, Indika
Bartlett, Brendan John
Journal name Language learning journal
Volume number 40
Issue number 2
Start page 237
End page 253
Total pages 17
Publisher Routledge
Place of publication Abingdon, Eng.
Publication date 2012
ISSN 0957-1736
1753-2167
Summary Research on language learning strategies (LLS) has pointed to a significant association at a general level between learners' gender and their choice of LLS. To explore this generality further, we conducted a study on gender and strategy use with Sri Lankan learners (N=886) of English as a second language (ESL) in five different learning contexts: speaking in class, listening in class, listening and speaking outside class, reading in class and writing in class. We found that when preferences for individual strategies were considered rather than for strategies in some broadly categorised group such as cognitive, metacognitive or affective strategies, some preferences did not associate with gender; nevertheless, some strategies were clearly preferred by males while others were clearly preferred by females. Perhaps most importantly for teacher development, we found that there were distinct preferences for males and females depending on the learning contexts in which specific strategies were reportedly being utilised.
Language eng
DOI 10.1080/09571736.2011.574818
Field of Research 130207 Lote, Esl and Tesol Curriculum and Pedagogy (excl Maori)
1702 Cognitive Science
2004 Linguistics
Socio Economic Objective 930101 Learner and Learning Achievement
HERDC Research category C1.1 Refereed article in a scholarly journal
ERA Research output type C Journal article
Copyright notice ©2012, Association for Language Learning
Persistent URL http://hdl.handle.net/10536/DRO/DU:30070976

Document type: Journal Article
Collection: School of Education
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