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dc.contributor.authorLiyanage, Indikaen_US
dc.contributor.authorBartlett, Brendanen_US
dc.contributor.editorNorbert Pachler, Institute of Education, University of London, UKen_US
dc.date.accessioned2017-05-03T14:06:40Z
dc.date.available2017-05-03T14:06:40Z
dc.date.issued2012en_US
dc.date.modified2014-08-28T05:06:22Z
dc.identifier.issn09571736en_US
dc.identifier.doi10.1080/09571736.2011.574818en_US
dc.identifier.urihttp://hdl.handle.net/10072/44426
dc.description.abstractResearch on language learning strategies (LLS) has pointed to a significant association at a general level between learners' gender and their choice of LLS. To explore this generality further, we conducted a study on gender and strategy use with Sri Lankan learners (N츸6) of English as a second language (ESL) in five different learning contexts: speaking in class, listening in class, listening and speaking outside class, reading in class and writing in class. We found that when preferences for individual strategies were considered rather than for strategies in some broadly categorised group such as cognitive, metacognitive or affective strategies, some preferences did not associate with gender; nevertheless, some strategies were clearly preferred by males while others were clearly preferred by females. Perhaps most importantly for teacher development, we found that there were distinct preferences for males and females depending on the learning contexts in which specific strategies were reportedly being utilised.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_US
dc.languageEnglishen_US
dc.language.isoen_US
dc.publisherRoutledgeen_US
dc.publisher.placeUnited Kingdomen_US
dc.relation.ispartofstudentpublicationNen_US
dc.relation.ispartofpagefrom237en_US
dc.relation.ispartofpageto253en_US
dc.relation.ispartofissue2en_US
dc.relation.ispartofjournalLanguage Learning Journalen_US
dc.relation.ispartofvolume40en_US
dc.rights.retentionYen_US
dc.subject.fieldofresearchEnglish as a Second Languageen_US
dc.subject.fieldofresearchcode200303en_US
dc.titleGender and Language Learning Strategies: Looking Beyond the Categoriesen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.facultyArts, Education & Law Group, School of Education and Professional Studiesen_US
gro.date.issued2012
gro.hasfulltextNo Full Text


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