Üniverstite hazırlık okulu öğrencilerinin dil öğrenme stratejileri ve akademik başarıları

This study intended to investigate the language learning strategies used bylearners of English as a foreign language, and the relationship of these strategies withstudents? academic achievement at Abant zzet Baysal University and to find out thedifference in strategy use between 445 (168 male, 277 female) students from Abantİzzet Baysal University English Preparatory School participated in the study. At thetime of the study all the participants were in the same proficiency level (A2). The datawere gathered through strategy inventory for language learning (SILL) of Oxford(1990), which was translated to Turkish by Demirel (2009), and B2 level achievementexamination scores.The instrument, based on Oxford?s (1990) classification of the language learningstrategies, is composed of 50 items in six subscales. The participants responded to theinventory during A2 level. The data were analyzed through SPSS (16.0) to find (a) thecunstruct validity of SILL with the current sample, (b) the LLS use profile of the currentsample,(c) significant differences in the frequency of strategy use between successfuland unsuccessful students, and (d) the correlation between strategy use and success inthe B2 level achievement examination.The findings of the study revealed that after conducting EFA and CFA to getvalid data, thirty four items of the inventory were taken out, and six categoriesdecreased to four categories named; memory, metacognitive, compensation, and socialstrategies. It is revealed that students use social strategies most and memory strategiesleast. Also it was found out that successful students use metacognitive andcompensation strategies. The last finding was that the correlation between social andmetacognitive strategies was the highest while the correlation between compensatoryand memory strategies is the lowest.Keywords: Language, Language Learning Strategies, Language LearningAchievement.