5 FACTORS AFFECTING LLS

USAGENUR SAFARAH BT ABDUL RAHIM

P71494

5 FACTORS

• AGE

• GENDER DIFFERENCE

• BACKGROUND OF PARENTS ACADEMICS

• MOTIVATION

• PROFIENCY LEVEL

AGEKarim & Mohammad( 2013) : the younger beginners seemed to used slightly more LLS than older

berginners

Young Learners• Able to develop native-like

pronounciantion and fluency

• Deploy simple and easy strategies

Adult Learners• Able to grasp knowledge of

syntax and morphology faster than children

• Deploy more flexible,general and up-to-date strategies

GENDER DIFFERENCE

MALE• males favored the use of

Metacognitive and Compensation strategies most

• Affective strategies the least

FEMALE• Social and Metacognitive

strategies

• Memory strategies the least

students preferred to use Metacognitive strategies, whereas they depicted the least use of Affective and Memory strategies in overall strategy

MALE VS FAMALE

Politzer (1983)• examined ninety

undergraduate foreign language learners, found a “relatively minor” difference between male and female learners with females making a greater use of social interaction strategies.

Oxfors and Nyikos (1989)• females reported more frequent

strategy use than males of formal practice strategies, general study strategies and conversational input elicitation strategies (e.g. asking to speak slowly, requesting pronunciation correction, and guessing what the speaker will say)

BACKGROUND OF PARENTS ACADEMICS

Slavin (1997)

• Parent that highly educated make physical and mental preparation to help the development of physiology and cognitive or their children.

• Parent with low education background raised their children without enough preparation and intellectual sources.

• FAIZAHANI (2002) > students with parenst that highly educated used more language learning strategies compare to students with low educated parents.

• MOHD NAZALI (1999) > student with parent that highly educated used more language learning strategies outside classroom and in examination than other group.

.

MOTIVATION

• Gardner (1985): motivation and attitudes are the primary sources contributing to individual language learning

• four components of motivation: a goal, effort, want, and attitudes toward the learning activity

• Dörnyei (2001): motivation can be a matter aexplaining why people decide to do something, how long they are willing to sustain the ctivity, and how hard they are going to pursue it

PROFIENCY LEVEL

• Students’ learning experience and their awareness of the learning processes have impact on their choice of LLS > the higher the proficiency level of the students, the more aware they are of the rules and strategies of language learning (Rahimi, Riazi & Saif, 2008).

• Proficient learners applied all types of strategies more frequently than the lower ones (Adel, 2011; Farzad, Mahnaz, & NedaSalahshour, 2013).

• High-proficiency – meta-cognitive and social strategies

• Low-proficiency – cognitive and compensation strategies (Tatsuya, 2002)

* A very important implication : an increase in the years of language learning does not necessarily translate into an increase in proficiency level (Rahimi, Riazi & Saif, 2008).

THE END…