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This study identifies the usage of language learning strategies and stereotypical thoughts on foreign languages regarding gender and language marks. It is designed in both correlation model and descriptive comparative model. The research sample is composed of 184 preparatory school students studying at a state university. Two questionnaires are used in the collection of data: Oxford's Language Learning Strategies Scale (1990) and Unal's (2015) Stereotypical Thoughts towards Foreign Language Scale. The findings show that the use of language learning strategies is moderate and metacognitive strategies are the most widely used ones. The strategies that are used more are indirect ones while cognitive strategies are the least frequently employed ones. Additionally, while female students use indirect strategies more than males, the use of direct strategies does not differ significantly according to gender. Also, in terms of foreign language scores, it is found out that students with higher marks tend to use indirect strategies more. The findings also indicate that stereotypical thoughts towards foreign languages are moderate. The highest mean scores are indicated by regret and collectivity when compared to the other categories. In terms of gender, the stereotypical thoughts of students differ significantly in favor of female students in categories as regret and collectivity. Regarding language scores,   the level of stereotypical thoughts towards foreign language is high for unsuccessful students while successful ones tend to have less stereotypical thoughts. Finally, there is a mild and inverse relationship between the use of language learning strategies and stereotypical thoughts towards languages.

Analysis of language learning strategies and stereotypical thoughts of preparatory school students