A study on the correlation between the learning strategies of the 4th and 5th graders and those in the textbook.

The aim of the study is to find out the learning strategies of the 4th and 5th graders insocio-economically three different Primary Schools and the correlation of these strategies andthose in the textbook; and to bring out logical and applicable suggestions for the solutions ofthese problems. Totally 306 students, attending the randomly chosen 3 Primary Schoolslocated in the centrum of İzmir, Balçova, formed the sample of the research. ?LanguageLearning Strategies Scale?, including 32 test items was administered to the students by theresearcher, herself. In the scale prepared, the learning strategies that are used by the studentsin their foreign language learning, were put into three main groups; Memory and CognitiveStrategies, Social Strategies, Metacognitive and Affective Strategies.The data obtained were analyzed in terms of the computer assisted SPSS statistical packetprogram and the following results were reached: There is not a correlation between thelearning strategies of the students and those in the textbook. In addition, there is not asignificant difference between the learning strategies of the students and their gender.Considering socio-economical levels, whereas socio-economically low school students uselearning strategies the most, socio-economically high students use the learning strategies theleast. In addition, there is not a significant difference between the learning strategies of thestudents and their classes.