Abstract

Language learning strategies play an important role in acquiring language proficiency skills at different levels of learning. The current study being quantitative in nature, has been carried out to investigate the role played by language learning strategies (LLS) while learning English literature at post graduate level. Therefore 160 students from three different institutions were randomly selected to participate in this survey-oriented project. An instrument originally created by Oxford (1980–1990) about Strategy inventory of learning a language (SILL) version 0.7 and further modified after piloting was distributed among the students. The findings of the sturdy reveal positive relation of strategies among the students while the females surpassed over male participants in adopting strategic use of learning. Obtained data show that there was no significant similarity found among them; but lot of differences observed regarding use of different strategies. The females were most frequent users of memory, cognitive, affective, meta-cognitive and social strategies while male learners were involved in using compensatory, cognitive and also the active users of meta-cognitive strategies. As far as difficulties during learning English literature are concerned: a lot of major aspects of language learning strategies were observed that need to be solved. On the whole, students at postgraduate level are aware of LLS and utilize these strategies while learning English language and literature.

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