摘要：DOI: http://dx.doi.org/10.5128/ERYa11.15 The present study aims to contribute to the understanding of the taxonomy of language learning strategies (Oxford 1990: 14–22) and its measuring instrument, the Strategy Inventory for Language Learning (SILL), through the adaptation process of the Estonian version. The translated version of the SILL was pilot-tested with a sample of 337 tertiary students. Cronbach’s alpha (0.91) reveals an acceptable reliability of the instrument. The t-test that was conducted in addition to descriptive analysis, to check for gender differences, did not reveal any significant differences. The results of the exploratory factor analysis did not support the 2- or 6-factor structures but the 9-factor analysis provides a good comparison to similar studies published in 1995 (Oxford, Burry-Stock 1995). The ethnic and gender differences of the results are discussed from the cultural perspective.
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