This document discusses factors that affect language learning strategies, including motivation, age, learner beliefs, intelligence, and aptitude. Motivated students tend to use more strategies, and career motivation impacts strategy choice. Younger learners may develop fluency faster informally, while older learners progress more rapidly in formal environments. Learner beliefs based on past experiences influence strategy selection. While intelligence plays a role, it does not guarantee language learning success. Aptitude predicts potential but successful learners are not always strong in all aptitude components.

1. Factors Affecting
Language Learning
Strategies

2. 1. Motivation

3. • More motivated students tended to use more
strategies than less motivated students.
• The particular reason for studying the
language especially as related to their career
field was important in the choice of strategies.
• Ehrman and Oxford (1989) discovered that
career choice had a major effect on reported
language learning strategy use, a finding
which they suggest may be the result of
underlying motivation.

4. 2. Age

5. • Students of different ages and stages of
second language learning used different
strategies.
• From a research, the development of second
language differs between in formal language
learning environments and in informal
language learning environments (e.g.:
classrooms).

6. Second language development in formal
language learning environments.
• In the early stages of the second language
development, older learners (adolescents and
adults) are more efficient than younger
learners (children).
• Learners who began learning second language
at elementary school level did not necessarily
do better in the long run than those who
began in early adolescent.

7. Second language development in informal learning
environments.
• Children can eventually speak the second
language with native-like fluency, but their
parents and older learners are hard to achieve
such high levels of mastery of the spoken
language, especially in pronunciation/accent.
• Adults and adolescents can make more rapid
progress towards mastery of second language in
contexts where they can make use of the
language on a daily basis in social, personal,
professional, or academic interaction.

8. 3. Learner Beliefs

9. • Usually based on previous learning
experiences.
• Virtually all learners, particularly older
learners, have strong beliefs about how their
language instruction should be delivered.
• Learners’ beliefs about how language learned
influenced the strategies that they will choose
to learn new material.

10. 4. Intelligence

11. • Based on findings of a research, intelligence
may be a strong factor and it may also play a
less important role.
• Intelligence is complex.
• A person has many kinds of abilities and
strengths.
• Shows that an individual with
strong academic performance
does not necessarily mean that
he/she is a successful language
learner.

12. 5. Aptitude

13. • Aptitude refers to potential for achievement.
• An aptitude test is designed to make a
prediction about an individual’s future
achievements.
• However, successful language learners are not
necessarily strong in all components of
aptitude because some may have strong
memories but only average ability to figure
out grammatical rules.