Page 1

5 FACTORS AFFECTING LANGUAGE LEARNING STRATEGY

USE

Prepared by ILYA ELINA BINTI MOHD GHAZALI (A141198)

Page 2

MOTIVATION

Page 3

Motivation:

Ellis (1994) – Efforts done by the student in learning second language from the need and desire to learn the language.

Gardner (1985) – One’s level of efforts to learn a language because of his/her own desire to do so and to feel the satisfaction from doing so.

Page 4

Motivation:

More motivated students tend to use more strategies than less motivated students, and the particular reason for studying the language (motivational orientation, especially as related to career field) was important in the choice of strategies.

Page 5

GENDER

Page 6

• Female learners used Language Learning Strategies more compared to male learners (Ehrman & Oxford 1989; Green & Oxford 1995; Politzer 1983).

• Oxford (1989) - Students of different ages and stages of language learning used different strategies. For example, females used a wide range of strategies than males.

Gender:

Page 7

• Females reported greater overall strategy use than males in many studies (although sometimes males surpassed females in the use of a particular strategy).

• In Politzer’s study of language learning strategies, females reported a significantly greater propensity than males to engage in second-language social interactions with others outside of class.

Gender:

Page 8

AGE

Page 9

Age:

Young learners use various strategies that is easy and simple compared to adult learners that use more advanced strategies. (Ehrman & Oxford, 1995)

Students of different ages and stages of language learning used different strategies. For example

Older or more advanced students employed more certain strategies.

Page 10

SOCIOECONOMIC STATUS

Page 11

Socioeconomic status:

Coleman et al (1996) started a research on how socioeconomic status would affect one’s academic achievement.

Socioeconomic status can be determine based on :- Parents academic background- Family income

Page 12

Parents background of high academic performance will act as role model and aspirations for children to succeed.

Higher family income can provide more money to facilitate their children’s learning and education in terms of providing more useful, advance and helpful materials.

Socioeconomic status:

Page 13

ATTITUDE & BELIEFS

Page 14

Attitude & Beliefs:

According to Gardner and Miller (2002), learners bring their beliefs, goal, attitudes and decisions to learning, and these influence how they approach their learning.

Learners with negative attitudes and beliefs often show poor strategy use or lack of orchestration of strategies.

Page 15

Since learner’s belief is a part of metacognitive knowledge, they will either give positive or negative effects during the learning process.

A positive attitude can boost one’s confidence level to speak in the target language (with the native speakers) and open one’s mind to use wide variety of learning strategies.

Attitude & Beliefs:

Page 16

THE END

THANK YOU