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<p style="text-align:justify;">Learners' acquisition of pragmatic competence in additional languages has received mounting attention since the 1990s. However, although studies on general learning strategies have proliferated since Oxford’s (1990) influential inventory was published, studies on pragmatic-specific learning strategies contributing to the acquisition of this competence are rare. To fill this research gap, the current study purported to inquire into the main pragmatic learning strategies used by English language learners across gender and language learning experience. To collect the data, 145 learners were interviewed. These participants' answers were audio-taped and transcribed. These extracted strategies were organized into six groupings of memory-related, cognitive, metacognitive, compensatory, social, and affective pragmatic learning strategies based on Cohen's (2005, 2010) pragmatic-specific categorization and Oxford's (1990) general language learning strategy classification. The analysis showed that those learners with longer experience used more pragmatic learning strategies; nonetheless, gender did result in great differences in employing these strategies. This study presents a new categorization for pragmatic learning strategies, which can be used for more effective pragmatic learning strategy teaching and learning.</p>

ltrq.2024.41.08.pdf

Original Research 

ltrq.2024.41.08.xml

Learners’ Use of Pragmatic Learning Strategies Across Language Learning Experience and Gender: An Investigation Framed by Rebecca Oxford’s Taxonomy of Learning Strategies

Guest-editors: 
Carol Griffiths, PhD, Girne American University, North Cyprus
Hassan Mohebbi, PhD, Independent Researcher, Turkey







Special Issue: In Honour of Rebecca L. Oxford’s Contributions to Language Learning Strategies, Language Teaching, and Peacebuilding