Gürata, Ali2016-01-082016-01-082008http://hdl.handle.net/11693/14746Ankara : The Department of Teaching English as a Foreign Language, Bilkent University, 2008.Thesis (Master's) -- Bilkent University, 2008.Includes bibliographical references leaves 74-77.This study mainly investigated (a) which learning strategies Turkish EFL learners use when learning and using grammar structures, and (b) the difference in learning strategy use by several variables, such as gender, proficiency level, and achievement on grammar tests. The study was conducted at Middle East Technical University (METU), School of Foreign Languages, with the participation of 176 students from three different proficiency levels (pre-intermediate, intermediate, and upper-intermediate). The data were collected through a 35-item questionnaire regarding grammar learning strategies. The analysis of the quantitative data revealed that Turkish EFL learners think learning English grammar is important, and that these learners use a variety of learning strategies when they learn and use grammar structures. The findings from this study also indicated that there is a difference in learning strategy use among different proficiency levels. Similarly, a significant difference was found between males and females in terms of their strategy use. Finally, the study showed that using grammar learning strategies is influential in grammar achievement.xi, 87 leavesEnglishinfo:eu-repo/semantics/openAccessGrammarachievementgenderproficiency levellearning strategiesPE1068.T8 G873 2008English language--Study and teaching (Higher)English language--Grammar--Study and teaching (Higher)English language--Study and teaching--Turkish speaker.Thesis