This document discusses 5 factors that can affect language learning strategies: motivation, gender, parents' academic background, ethnic and cultural background, and family income. Motivation can be integrative, aiming to integrate into the language community, or instrumental, aiming to achieve practical goals. Research shows that women tend to use language learning strategies more often than men and use different types of strategies. A student's parents' education level can impact their approach to learning, as more educated parents may better prepare their children intellectually. Cultural background also influences learning strategies, as what is considered appropriate communication can vary between cultures. Family income has been found to correlate with differences in the strategies used by students.

1. 5 Factors That Affect
Language Learning
Strategies
Done by : Rebecca Lydia (A150386)

2. Introduction :
Different students have different ways of learning,
thus many research have been conducted to find
out one of the many few factors that affect the
process of language learning strategies.

3. There are 5 factors that affect language learning
strategies which consist of ;
a) Motivation
b) Gender
c) Parents Academic Background
d) Ethnic and Cultural
e) Family Income

4. Motivation

5. a) Motivation
a) Motivation is regarded as the key to success in
language learning. (Dornyei 1990; Gardner 1985;
Nunan 1999)
b) A second language learner attitude and motivation
have a significant influence on language learning.
(Gardner and Lambert; 1972)
c) Based on Gardner and Lambert (1972), motivation
can be divided into two types ;
i) Integrative motivation; and
ii) Instrumental motivation.

6. a) Motivation
i) Integrative motivation : Or known as universal, is a
motivation where a student learn a second language
with the aim to integrate themselves in the language
communities or to be acquainted with the language of
the country. In addition to that, this motivation shows
the positive side of a student towards the elements
contained in the targeted language.

7. a) Motivation
ii) Instrumental motivation : Or known as concrete is
a motivation where mastering a second language aim
to achieve goals despite integrative goals, for an
example, pass an exam, improving in a career, able to
read any reading materials based on the targeted
language and so on. Thus, instrumental motivation
refers to the functional reasons and the use of
language achievement.

8. a) Motivation
d) Motivation is an important factor in influencing the
usage of a language learning strategies. (Oxford and
Nyikos 1989)

9. Gender

10. b) Gender
a) Women verbal aptitude differ significantly more
than men. (Maccoby and Jacklin (1974).
b) Research shows that women uses language
learning strategies often than men. (Ehrman &
Oxford 1989; Green & Oxford 1995; Politzer
1983)
c) Female students use more metacognitive strategies
than the male students; where as the male students
use more cognitive strategies. (Bacon 1992)

11. Parents Academic
Background

12. c) Parents Academic Background
a) Parents with high academic background will
attempt to prepare themselves mentally and
physically in facing the development of the children
physiology and cognition. They will become good
learning models through speech and reading and
giving exposure by having learning experiences
outside, by taking children to museum or the zoo.
However, for parents who are less educated will raise
their children without any preparation and enough
intellectual reference and perhaps consider their
learning occurs naturally. (Slavin 1997)

13. Ethnic and Cultural

14. d) Ethnic and Cultural
a) A simple observation shows that student of different
cultural, ethnic and nationality does not have the
same learning ways. (Pennycook 1997; Pierson
1996)
b) Differences in cultural background and education
system produce different strengths and weaknesses
of a student. (Surtridge 1997)
c) Some students grew up in a environment where
speaking spontaneously and naturally does not bother
them especially when they make mistakes. However,
for others, still feel embarrassed when mistakes
occur. (Clarke 1996)

15. d) Ethnic and Cultural
d) Some students is fond in speaking as they are brought
up in a society where there are free to speak their mind
out. However there also students that talk less because
they are raise in a environment where the society finds
that you should always think before you talk as some
may not approved of what you have in mind. (Corbett
1999)

16. Family Income

17. e) Family Income
a) Family income also influence a student
behavioral language. ( Mackey 1977)
b) Students that is brought up in a high income
family uses more strategy than students that is
brought up from a moderate or low income
family. (Mohd Nazali and friends 1999)
c) Students that is brought up in a high income
family uses cognitive, metacognitive and
storage strategies than the other students.

18. Thank you! 