A CONTRAST ANALYSIS OF LANGUAGE LEARNING AND VOCABULARY LEARNING STRATEGIES USED BY GERMAN LANGUAGE AND ENGLISH LANGUAGE LEARNERS

Zeynep YAPRAK ¹ , Fatma HAYTA ² , İbrahim Halil YAPRAK ³

The purpose of the present study was to explore German Language (GL) students`and English Language (EL) students` tendency to employ Language Learning strategies (LLS) and Vocabulary Learning strategies (VLS) in terms of gender, proficiency, and length of language learning. The participants included 255 EFL students studying at Dicle University. The participants` age ranged from 20 to 35. As a tool a questionnaire was administered to undergraduate students. Findings of the study revealed that the most frequently used LL strategies by the students of both field were meta-cognitive strategies, while cognitive strategies were the least used ones by the students. With respect to VL strategies, students made good use of cognitive strategies. However, they avoided using social strategies. In German Language department, female students were found to use LLS and VLS more frequently than male students, while no significant difference was found between female and male students in terms of strat

Keywords
Language Learning Strategies, Vocabulary Learning Strategies, Language Teaching/learning, Proficiency, Autonomy,