(Yaşar Üniversitesi)
(Dokuz Eylül Üniversitesi)
Yıl: 2019Cilt: 22Sayı: 41ISSN: 1301-5265 / 2651-4974Sayfa Aralığı: 1 - 20İngilizce

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This study investigated the language learning strategies and motivational orientations, along with their correlations with each other among university students who study English preparatory year. A group of 195 students were surveyed on orientations by using Gardner’s (1985) Attitude/Motivation Test Battery (AMTB) on two domains: a) integrative orientation and b) instrumental orientation; and on learner strategies by using Oxford’s (1990) Strategy Inventory for Language Learning (SILL) for ESL/EFL learners on three domains: cognitive strategy, b) metacognitive strategy, c) social strategy. The data collected were analyzed in descriptive and correlative figures. The results showed that students used all strategies with metacognitive ones being the most preferred. Furthermore, the students seemed to employ both integrative and instrumental orientations, with instrumentality being slightly more preferred. The data also proved a positive and significant correlation between learner strategies and orientations. The study aims to inspire further studies on strategies and orientations with different contexts and levels of students.
Sosyal > İşletme Finans
Sosyal > İktisat
Sosyal > Coğrafya
Sosyal > Tarih
Sosyal > Uluslararası İlişkiler
Sosyal > Edebiyat
Sosyal > İşletme
Sosyal > Felsefe
Sosyal > Psikoloji
Sosyal > Kamu Yönetimi
Sosyal > Halkla İlişkiler
DergiAraştırma MakalesiErişime Açık
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