出版社：Australian Institutes for Educational Research
摘要：The present study investigated the relationship between language learning strategy use,learning styles, gender, and second language (L2) achievement of Iranian English foracademic purposes (EAP) learners. To this end, 120 Iranian EAP learners majoring invarious fields of humanities including political sciences, psychology, economics and lawparticipated in the study by completing Oxford’s (1990) Strategy Inventory for LanguageLearning (SILL), and an adapted version of the Perceptual Learning Style PreferenceQuestionnaire (PLSPQ) originally developed by Reid (1987). The results obtained fromthree separate Pearson product moment correlations indicated that there was asignificant positive correlation between (a) language learning strategy use and L2achievement; (b) learning styles and L2 achievement; and (c) learning styles and strategyuse by Iranian EAP learners. Moreover, the results of multiple regression analysisdemonstrated that both learning styles and language learning strategy use were significantpredictors of the participants’ L2 achievement; however, learning styles were found to bea stronger predictor. Also, the findings of two separate multiple regression analysesindicated that among the components of learning styles and language learning strategies,visual learning style and cognitive strategy use were stronger predictors of L2achievement respectively. In addition, the results of an independent samples t-testshowed cognitive and metacognitive strategies were the most frequently used strategygroups by females and males respectively. The results of another independent samples ttestindicated that group and visual learning styles were the most preferred types adoptedby the female and male learners respectively.
