The document discusses several studies that examined factors influencing second language learning strategy use. It found that motivation is a key factor in language learning success. Female learners tended to use cognitive, metacognitive, and social strategies more than males. Younger learners relied heavily on cognitive and social strategies, while primary school children used metacognitive and social strategies most. An individual's background and learning style also impact the strategies they employ. Emotional states and personality traits can further influence classroom behavior and performance in language learning.

1. BY : NAZEERAH BINTI ZUBAIR
A151346

2.  An important factor influencing strategy use
(Oxford & Nyikos 1989)
 The social psychological factor of motivation
has been proven to account for differential
success in second language learning.
 Individuals who are motivated tend to learn
the second language faster than those who
are not.

3.  Female learners showed significantly greater
use of language learning strategies than did
male learners in three of six categories on
the SILL : cognitive strategies, metacognitive
strategies, social strategies.

4.  (Wong-Fillmore, 1979)
A study of young children showed that
cognitive and social strategies were very
important.
 Purdie and Oliver (1999)
Most primary school children learn English by
using metacognitive strategies and social
strategies ranked next in importance.

5.  Rossi-Le (1989)
The study demonstrated that an individuals
background and learning style preference
influence the types of learning strategies that
he/she will employ in acquiring a second
language.

6.  Learners emotional states have a powerful
influence on their behaviour and
performance in the classroom.
 We all have different and unique
personalities and each personality trait can
affect our second language learning in
different ways.