3. • Gender refers to man and woman.
• A number of studies reported significantly
more use of learning strategies than their
male counterparts. These studies postulated
that female students used Compensation and
Affective strategies more frequently than male
ones.
• The students preferred to use Metacognitive
strategies, whereas they depicted the least
use of Affective and Memory strategies in
overall strategy.
5. • motivation and attitudes are the primary
sources contributing to individual language
learning.
• the concept of motivation can be classified
into two orientations of reasons: instrumental
and integrative
• occurs when students wish to truly become
part of the culture of the language being
learned.
7. • Learning style (general approach to language
learning) often determined the choice of L2
learning strategies.
• For example, analytic-style students preferred
strategies such as contrastive analysis, rule-
learning, and dissecting words and phrases,
while global students used strategies to find
meaning (guessing, scanning, predicting) and
to converse without knowing all the words
(paraphrasing, gesturing).
9. • Aptitude refers to potential for achievement. An
aptitude test is designed to make a prediction
about an individual’s future achievements.
• Aptitude for language learning is usually
composed of four different types of abilities:
1)The ability to identify and memorize new
sounds
2)The ability to understand the function of
particular words in sentences
3)The ability to figure out grammatical rules
from language samples
4)The ability to memorize new words
11. • There are a number of personality
characteristics that are likely to affect L2
learning, such as
– Extroversion vs. introversion
– Inhibition vs. risk-taking
– Self-esteem (self-confidence)
– Anxiety
– Empathy
12. • Some studies have found that learners’
success in language learning is associated with
extroversion such as assertiveness and
adventurousness, while others have found
that many successful language learners do not
get high scores on measures of extroversion.
• Personality may be a major factor only in the
acquisition of conversational skills (examples:
oral communicative ability), not in the
acquisition of literacy skills (examples: reading
and writing skills).
