Gender and Language Learning Strategies: Looking Beyond the Categories

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Title Gender and Language Learning Strategies: Looking Beyond the Categories
Author Liyanage, Indika Jananda; Bartlett, Brendan John
Journal Name Language Learning Journal
Editor Norbert Pachler, Institute of Education, University of London, UK
Year Published 2011
Place of publication United Kingdom
Publisher Routledge
Abstract 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 (N¼886) 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.
Peer Reviewed Yes
Published Yes
Alternative URI http://dx.doi.org/10.1080/09571736.2011.574818
Volume n/a
Issue Number n/a
Page from 1
Page to 17
ISSN 0957-1736
Date Accessioned 2012-02-28; 2012-04-11T22:17:14Z
Date Available 2012-04-11T22:17:14Z
Research Centre Griffith Institute for Educational Research
Faculty Arts, Education and Law
Subject English as a Second Language
URI http://hdl.handle.net/10072/44426
Publication Type Journal Articles (Refereed Article)
Publication Type Code c1

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