5 FACTORS THAT
AFFECT LLS
BY,
LEE PUI HAR
(P63824)
INTRODUCTION
• Men commonly think according to their inclinations, speak according to their
learning and imbibed opinions,...
FACTORS THAT AFFECT LLS
• Gender
• Motivation
• Personal Attributes
• Social & Cultural Beliefs
• Learning Style
GENDER
• Men & Women brains really are wired differently. (Lewis and LiveScience
2013)
• According to Hong-Nam and Leavell...
MOTIVATION
• Gardner and Lambert Motivation Theory (1959)
• Instrumental motivation involves wanting to learn the L2 for a...
PERSONAL ATTRIBUTES
• Anxiety
• Formal learning context & Informal learning context
• Self-confidence
• self-confidence co...
Social & Cultural Beliefs
• The degree of social & psychological distance a learner experiences between
his or her languag...
LEARNING STYLE
• Oxford also categorized language learning strategies into two domains:
(Khamkhien 2010)
• Direct Strategi...
CONCLUSION
• Identifying LLS used and understanding factors that might affect LLS are
one of the many possible ways to ass...
REFERENCES
Fleming, N.D. 2011. VARK a guide to learning style. http://www.vark-
learn.com/english/page.asp?p=biography
Kha...
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5 factors that affect LLS

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These are five important factors that i think influence a learner's LLS usage most.

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5 factors that affect LLS

  1. 1. 5 FACTORS THAT AFFECT LLS BY, LEE PUI HAR (P63824)
  2. 2. INTRODUCTION • Men commonly think according to their inclinations, speak according to their learning and imbibed opinions, but generally act according to custom. (Francis Bacon Sr)
  3. 3. FACTORS THAT AFFECT LLS • Gender • Motivation • Personal Attributes • Social & Cultural Beliefs • Learning Style
  4. 4. GENDER • Men & Women brains really are wired differently. (Lewis and LiveScience 2013) • According to Hong-Nam and Leavell (2006) • Females engaged in strategy use more frequently than males • Female using Social and Metacognitive strategies most and Memory strategies the least. • Males use Metacognitive & Compensation strategies most and Affective strategies the least.
  5. 5. MOTIVATION • Gardner and Lambert Motivation Theory (1959) • Instrumental motivation involves wanting to learn the L2 for a specific goal or reason, for example, learning a L2 • Integrative motivation is defined as wanting to identify with another ethnolinguistic group • The learners’ motivation may be influenced by the types of learning contexts they are in. 1 • EFL : Instrumental motivation • ESL: Integrative motivation (Nitta 2006)
  6. 6. PERSONAL ATTRIBUTES • Anxiety • Formal learning context & Informal learning context • Self-confidence • self-confidence consists of a combination of positive self-evaluation of one’s competence in the L2 and the absence of anxiety when learning and using the L2. (Nitta 2006)
  7. 7. Social & Cultural Beliefs • The degree of social & psychological distance a learner experiences between his or her language and culture and that of the target language group also affects his or her experience of learning the language. (Nitta 2006)
  8. 8. LEARNING STYLE • Oxford also categorized language learning strategies into two domains: (Khamkhien 2010) • Direct Strategies (Memory, cognitive, compensation) • Indirect Strategies (Metacognitive, affective, social) • Learning Style Approach (Fleming 2011) • Visual, Auditory, Read & Write, Kinesthetic
  9. 9. CONCLUSION • Identifying LLS used and understanding factors that might affect LLS are one of the many possible ways to assist Learners & also teachers in making the language learning process less difficult and more effective.
  10. 10. REFERENCES Fleming, N.D. 2011. VARK a guide to learning style. http://www.vark- learn.com/english/page.asp?p=biography Khamkhien, A. 2010. Factors affecting language learning strategy reported usage by Thai and Vietnamese EFL learners. Electronic Journal of Foreign Language Teaching 7(1):66-85. e- flt.nus.edu.sg/.../khamkhien.htm [26 March 2014] Lewis, T. & LiveScience. 2013. How men's rrains are wired differently than women's. http://www.scientificamerican.com/article/how-mens-brains-are-wired-differently-than-women/ [26 March 2014] Nitta, T. 2006. Affective, cognitive and social factors affecting Japanese learners of English in Cape Town. etd.uwc.ac.za/usrfiles/.../etd_gen8Srv25Nme4_4868_1210749958.pdf [26 March 2013].

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