Factors affecting lls
Upcoming SlideShare
Loading in...5
×
 

Factors affecting lls

on

  • 150 views

5 factors affecting language learning strategies.

5 factors affecting language learning strategies.

Statistics

Views

Total Views
150
Views on SlideShare
140
Embed Views
10

Actions

Likes
0
Downloads
1
Comments
0

1 Embed 10

http://ifolio.ukm.my 10

Accessibility

Categories

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

Factors affecting lls Factors affecting lls Presentation Transcript

  • 5 FACTORS AFFECTING LANGUAGE LEARNING STRATEGIES AINE-MAIZURIE BINTI ZAINAL ABIDIN A 143855 GGGV1244 LANGUAGE LEARNING STRATEGIES PROF. DR. MOHD AMIN EMBI
  • Attitude TEACHER’S ATTITUDE (VERMA, 2005)  A teacher should change their role; Controller of a classroom → Facilitator in a classroom.  Accept students’ mistakes rather than expect a flawless outcome as they are in the learning phase. This could encourage them to explore the language.  React positively towards students as teachers’ interpersonal behavior affect the students’ motivation to study.
  • Motivation INTEGRATIVE MOTIVATION (HOLT, 2001)  Interest towards people whom speak the language they are currently learning, admire the culture and have a desire to become familiar with the society in which the language is used.  Students who has this type of motivation are likely to be more successful in learning language.  Due to their interest and motivation, students tend to have the nativelike pronunciation.
  • INSTRUMENTAL MOTIVATION (HOLT, 2001)  A desire to obtain something practical or concrete from the study of a second language. (Taylor, Meynard and Rheault 1977; Ellis 1997; Crookes et al 1991).  Attract students in a fun way as it allows the students to voice out their opinion or issues during the teaching and learning session.  Mostly found in talkative students as this type of motivation emphasizes on the speaking part.
  • Personality VARIETY ON LEARNERS 1. Extroverts (sociable person) - value group interaction and prefer task done with others. 2. Introverts (shy person) - concentrate on task in hand. 3. Sensing (observer) - prefers physical and sense-based input. 4. Intuitive (instinctive) - most likely to use their imagination and grasping the general ideas rather than the details.
  • 5. Thinker - learning by logical materials. - like to analyze the lessons learnt. 6. Closure-oriented (judging person) - learning by making reflection on every lessons. 7. Open-ended (perceiving person) - always alert. - often open for negotiation in discussing things. - flexible and easy to adapt with change during the teaching and learning session.
  • Learning Style THE THEORIES (CHOMSKY, 1957)  Behaviorism linked to grammar and translation method that tend to make students focus on the grammatical knowledge with less attention on how these parts might be brought together in the communication.  Cognivist tradition believes that students need to interact among them in order to the language learning process take place.  Awareness requires students to understand what they have been learning and continuously reflect the lesson on themselves to better comprehend the language.
  • Age  People who would like to acquire the language will continue pursuing their interest despite of the age.  Even it is so, experts believe that the development of pronunciation is highly depending on the students’ age begin to learn the language.  Learners would likely to have the native-like accent if they started to learn the language before puberty.  For the late learners, most of them would probably attain the language with a marked accent of their first language.
  • References http://iteslj.org/Articles/Norris-Motivation.html http://www.chinesemadeeasier.com/styles4.html http://www.chinesemadeeasier.com/index.html http://www4.ujaen.es/~gluque/Topic4factors.pdf http://www.tllg.unisa.edu.au/lib_guide/gllt_ch2.pdf http://www.wce.wwu.edu/Resources/CIRCLE/Lectures/SarahJulia Age_SLAcomments%20(2).pdf http://www.fe.hku.hk/clear/conference08/doc/handouts/VERMA%2 0Meenakshi%20H_handout.pdf