@article{2017,title={THE RELATIONSHIP BETWEEN UNIVERSITY STUDENTS’ ATTITUDES TOWARDS FOREIGN LANGUAGE AND FOREIGN LANGUAGE LEARNING STRATEGIES},abstractNode={Language learning is critically an important fenomenan in today’s word. Everyone has to learn at least one foreign language apart from his mother tongue to catch up with the changing conditions but there still exist some problems derived from several affective or cognitive factors about both learning and teaching English as a foreign language in Turkey. For this reason the study aims to investigate the relation between university students’ attitudes towards foreign language and foreign language learning strategies use. The Freshman and seniors–enrolled in English and German language teaching departments-of two universities in the west of Turkey are selected as participants of the study. The sample of the study consists of 204 university students in total. As data gathering instruments “Language Attitude Scale” (LAS), which was developed by Saracaloğlu (1992) and “Language Learning Strategies” (SILL) which was developed by Oxford (1990) and whose validity and reliability studies done by Cesur and Fer (2007) were used. The results indicates that there were no statistically significant differences among university students’ attitudes towards foreign language and their gender, university they attend and also having a foreign country experience except for class level and department variables. Also, there was a statistically significant change between some language learning strategies and enrolled department. Additionally, it was found that university students use cognitive strategies at a high level and social strategies at a low level of frequency. Statistically significant and positive correlations were found between language learning strategies with all dimensions and attitudes towards language learning.},author={A.Seda SARACALOĞLU-& Beste DİNÇER},year={2017},journal={International Journal of Language Academy}}