These slides are created for the purpose of education only. It is for Language Learner Strategies course's assignment assigned by Prof Dr Mohamed Amin bin Embi.

1. 5 Factors
Affecting Language
Learning Strategy
used by
L2 learners
Prepared by : Fatin Ameerah bt Md Zahir | A141168 |

2. Factors Affecting LLS used by L2 Learners
• Each one of L2 Learners uses different and
various type of strategies to learn a second
language.
• It is depending on few factors that closely
related to the learners themselves.
• The factors can be from internal side or
external side.
• It is more specified as
motivation, gender, age, socioeconomic status
and ethnics and cultures.

3. MOTIVATION

4. Ellis (1994)
Efforts done by the students to learn a second language as resulted from
the desire and need to learn it.
Gardner (1985)
Level of efforts of someone who learns a language due to his / her desire
to do so and the satisfaction when doing so.
• Desire or passion to learn a new language not only derived from
the environment (parents, peers, teacher and study environment), but also
from the inner side of us called Motivation.
• A motivated L2 learner will have desire to use more effective and specific
strategies to learn the language, while a less motivated student will not.

5. AGE

6. Lightbown & Spada, 2003
The relationship between age of the learners and the potential to be succeed in L2
learning process is always be discussed about.
 This shows how age is closely related to LLS used by a particular person.
 Young learner tend to use simple and easy strategies compared to adult
learner as they are still lack of experience and knowledge.
 Therefore, adult learners are more advance in L2 learning process rather
than young learners as they have more superiority and advantage in many
aspects of language.
 In contrast to it, young learners are able to achieve higher level of language
competency more than adult learner as they learn in natural way.

7. SOCIOECONOMIC
STATUS

8. Coleman et al. 1996
Research on how family socioeconomic status give influence towards the
academic achievement has started actively in the middle of 1960s.
• There are bundles of research proved that, parents play a big role and act as
an influential part of their children’s learning process.
• Two core elements that have been referred to :
Parents academic background
Parents income

9. Parents Academic Background : Slavin, 1997
Well- • Physically and mentally prepare to
catalyze their children’s physiology and
cognition development
educated • Providing children with good language
using model (e.g. speaking, reading and
Parents outdoor experiences)
Less- • Lack of preparation and intellectual
references
educated
• Assuming that children’s learning are
naturally occur
Parents
In fact, parents with high academic background can be an inspiration to their
children besides act as a role model.

10. Parents Income
Parents with higher income can affects the LLS used by
the L2 learners as they are capable to facilitate their
children with materials that keep insisting and helpful
enough for them to learn.

11. ETHNICS
&
CULTURES

12. Pennycook 1997 ; Pierson Sutridge 1997 Corbett 1999
1996
• The differences between • Some students tend to
• Students from different the cultural background
ethnics, cultures and speak out loud as they
and education system are raised in that kind
nationality have different resulted on the strong
learning strategies that are factor and weakness that of community
not the same. are differ in every students • But, some of them are
less actively speak out
their ideas as they are
afraid if they are
impolite to others to
accept the ideas given.
In fact, they have been
raised in such way too.

13. GENDER

14. • Women tend to become mature earlier than men in various aspects.
• There is no specific study or research that shows how gender really affects LLS
used by L2 learner.
• Different researches show different points regarding the gender issue on LLS :
 women tend to use more LLS compared to men and otherwise
 women are more preferring to use social strategies frequently than men
 women most likely use memory, meta cognitive, affective and social
strategies compared to men
 women are less likely use translation and cognitive strategies than men
 women tend to use LLS more than men in class, out of class and during
examination as well

15. • From the researches conducted before, we can see that BOTH women and
men use LLS to help them learn L2 better.
• Type of LLS use are difficult to be specify because it is various and depending
on an individual choice.
• However, some research show that women tend to use metacognitive strategies
in the process of learning a second language.
• Apart from it, men are said to use more LLS than women do.