Abstract:

In this study, the influence of gender factor on language learning strategies of students learning Turkish as a foreign language in Bosnia and Herzegovina was studied. The universe of the study consists of 357 high school students who learn Turkish as a foreign language in Bosnia and Herzegovina. In the study, the survey was used based on the scale of determining the language learning strategies prepared by Oxford R. (1990). The survey was organized as the "Enterprise of Language Learning Strategies" by translating the Boşnakça in order for students to better understand. The analysis of the data was conducted through the SPSS 18.0 (Statistical Package for the Social Sciences) program, and the data obtained from the participants was submitted to the T test of independent groups. The survey used a 5 liquid scale consisting of 50 items for six strategies, including memory, cognitive, compensatory, cognitive, sensual and social strategy. The study found that cognitive, sensory, memory and cognitive strategies have a statistically meaningful relationship with the gender of students. The use of supernatural, sensory, memory and cognitive learning strategies shows different effects according to gender. In other words, gender is an important factor in language learning strategies. In addition, girls students are more in the forefront than men in terms of using and preferring memory and cognitive strategies. This study has shown important findings that gender is an effective variable in language learning strategies. While the students of Bosnia and Herzegovina high school are taught Turkish as a foreign language, taking into account these findings is of importance to increase the level of learning and to keep learning permanent.