Çift dilli ve tek dilli öğrencilerin en çok tercih ettikleri dil öğrenme stratejileri

The current study intends to investigate the most preferred language learning strategies of bilingual and monolingual students. It intends to find out the difference between their LLS use. This study also aims to find out their strategy use in terms of gender, grade level, father's and mother's educational level. Lastly, it sheds light on the reasons of students' most preferred language learning strategies. Besides, this research was carried out as a mixed method study on two campuses of a private secondary school based in Antalya. This study analyzed the data gathered through three stages. Firstly, the adapted version of SILL (Oxford, 1990) was used. The data were collected through the inventory adapted by Cesur and Fer (2007), which was applied to 150 students. At the same time, semi-structured interviews were conducted separately with both students (10 students) and their teachers. 150 secondaryschool students (71 female, 79 male) from the 6th, 7th and 8th grades were the participants of this study. Out of 150 students, 91 are monolingual and 59 are bilingual. In addition to student interviews, semi-structured interviews were conducted with five English teachers from that secondary school. The aim was to gain an insight into their teaching approaches and their students' LLS use. The adapted version of Oxford's (1990) inventory created by Cesur and Fer (2007) was given to the students. Furthermore, in order to gain a deeper understanding and confirmation about their strategy use, some semi-structured interview questions were asked related to the inventory. For this qualitative study, 10 students were chosen randomly and surprisingly, the numbers of bilingual (5) and monolingual (5) participants were equal. The quantitative and the qualitative studies aimed to present a connection between the findings and provide a direct comparison. The adapted version of Oxford's (1990) inventory contains 50 items under six subscales. For the analysis of the quantitative data, the descriptive statistics with the SPSS was used, and the qualitative data were analyzed through the content analysis. The results of this current study asserted that there was a significant difference between bilingual and monolingual students' language learning strategies. Moreover, the results of quantitative analysis showed that bilingual students use cognitive, metacognitive and social strategies significantly more than monolingual students. In terms of gender, female students use more compensation strategies than male students. Furthermore, in respect of grade level, a significant difference was found in the use of affective strategies. To investigate the source of this result, Tukey test was applied. The Tukey test results showed a difference between eighth and sixth grade students' LLS use. The research also revealed that their mothers' educational level affects their LLS use. There was a significant difference between students' use of compensation strategies in terms of mothers' educational level. To find out the source of this result, the Tukey test was applied. The Tukey test results showed a different score among students whose mothers graduated from primary school / secondary school and high school and students whose mothers graduated from a college/university and mothers who are postgraduates. However, there was not any significant difference about students' LLS use in terms of their fathers' educational level.