5 factors that affect LLS
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This document discusses 5 factors that affect language learning strategies: gender, motivation, personal attributes, social and cultural beliefs, and learning style. It notes that gender differences exist in brain wiring and language learning strategy use. Motivation can be instrumental or integrative depending on the learning context. Personal attributes like anxiety and self-confidence also influence language acquisition. The social distance between one's native language and culture compared to the target language impacts learning. Finally, individual learning styles like visual, auditory, reading/writing, and kinesthetic affect which strategies a learner employs.
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Motivation in second and foreign language learning zolt'n dornyei
This document summarizes an article about motivation in second language learning. It begins by establishing motivation as a key factor in language learning success. It then discusses how motivation is a complex, multi-faceted concept that is defined and conceptualized in various ways. The summary explores some of the major theories and perspectives on motivation from social psychology and motivational psychology, including expectancy-value theory, goal theory, and self-determination theory. It concludes by noting that understanding motivation requires integrating different theoretical approaches.
Motivation By Rod Ellis
There are two main theoretical approaches to studying motivation in second language acquisition - the social psychological approach and the cognitive approach. The social psychological approach examines integrative motivation and instrumental motivation, and was pioneered by Robert Gardner through numerous empirical studies. It uses self-report questionnaire data correlated with language test performance. The cognitive approach examines intrinsic and extrinsic motivation and has studied Chinese students in the UK who were mainly extrinsically motivated to improve their careers. Both approaches aim to understand how individual differences in motivation influence outcomes in language learning.
Gardner’s socio educational model.
Gardner's socio-educational model of second language acquisition proposes that individual differences in ability and motivation impact language learning outcomes. The model involves four interrelated variables: social environment, individual differences in language aptitude and affective factors like motivation and anxiety, learning contexts both formal and informal, and linguistic and non-linguistic outcomes. Gardner later distinguished between instrumental and integrative motivation, with integrative motivation relating to identification with the target language community. While influential, the model has also received some criticism for its conceptual definitions and for not accounting for all relevant motivational variables.
5 factors affecting LLS
The document discusses 5 key factors that affect second language acquisition: gender, motivation, personality, aptitude, and learning difficulties. It provides details on how each factor can influence language learning outcomes and strategies. For example, it notes that gender differences exist in strategy use, motivation depends on attitudes and goal-setting, and personality traits like introversion/extroversion each impact learning in unique ways. Aptitude incorporates memory, grammar skills, and vocabulary abilities. Finally, learning difficulties do not preclude success when modifications are made to incorporate multi-sensory activities.
Motivation
The document discusses Krashen's Affective Filter hypothesis, which is one of the five hypotheses that make up his Theory of Second Language Acquisition. The Affective Filter Hypothesis proposes that affective variables like motivation, self-confidence and anxiety play a role in second language acquisition - learners with high motivation, self-confidence and low anxiety are better equipped for language learning success. These affective factors can raise learners' affective filter, preventing comprehensible input from being used for acquisition. The document emphasizes the important role affect plays and the need for teachers to ensure students' affective filters remain low to facilitate learning.
Motivation in SLA
This document discusses several theories of motivation in second language acquisition:
1. Gardner's socioeducational model focuses on social attitudes and the relationships between language communities, distinguishing integrative and instrumental motivation.
2. Deci and Ryan's self-determination theory proposes that motivation varies along a continuum from amotivation to autonomous intrinsic motivation and involves innate psychological needs.
3. Dörnyei's process model of motivation analyzes motivation at different stages of goal pursuit and how it fluctuates over time based on learning experiences and self-regulation.
4. The L2 Motivational Self System incorporates ideas of possible future selves that motivate language learning through imagery and senses.
Activity 2.3 language adquisition
This document discusses key aspects of second language acquisition from linguistic, psychological, and social perspectives. It addresses what L2 learners come to know, including patterns of language as well as pragmatic competence. The document also discusses how L2 knowledge is acquired through innate capacity, interaction, and automatization. Finally, it examines why some learners are more successful based on factors like social context, age, aptitude, and motivation, and provides implications for L2 learning and teaching.
Motivation As An Individual Difference In Sla
1. The document discusses different types of motivation in second language learning, including integrative motivation which involves interest in the target language culture and instrumental motivation which involves practical reasons for learning a language.
2. It summarizes research showing that both integrative and instrumental motivation can be effective for language learning, depending on the context and individual. Success in language learning can also influence motivation in either direction.
3. Intrinsic motivation derived from inherent interest in learning tasks is discussed as an alternative to goal-oriented theories of motivation.
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Motivation in second and foreign language learning zolt'n dornyei
This document summarizes an article about motivation in second language learning. It begins by establishing motivation as a key factor in language learning success. It then discusses how motivation is a complex, multi-faceted concept that is defined and conceptualized in various ways. The summary explores some of the major theories and perspectives on motivation from social psychology and motivational psychology, including expectancy-value theory, goal theory, and self-determination theory. It concludes by noting that understanding motivation requires integrating different theoretical approaches.
Motivation By Rod Ellis
There are two main theoretical approaches to studying motivation in second language acquisition - the social psychological approach and the cognitive approach. The social psychological approach examines integrative motivation and instrumental motivation, and was pioneered by Robert Gardner through numerous empirical studies. It uses self-report questionnaire data correlated with language test performance. The cognitive approach examines intrinsic and extrinsic motivation and has studied Chinese students in the UK who were mainly extrinsically motivated to improve their careers. Both approaches aim to understand how individual differences in motivation influence outcomes in language learning.
Gardner’s socio educational model.
Gardner's socio-educational model of second language acquisition proposes that individual differences in ability and motivation impact language learning outcomes. The model involves four interrelated variables: social environment, individual differences in language aptitude and affective factors like motivation and anxiety, learning contexts both formal and informal, and linguistic and non-linguistic outcomes. Gardner later distinguished between instrumental and integrative motivation, with integrative motivation relating to identification with the target language community. While influential, the model has also received some criticism for its conceptual definitions and for not accounting for all relevant motivational variables.
5 factors affecting LLS
The document discusses 5 key factors that affect second language acquisition: gender, motivation, personality, aptitude, and learning difficulties. It provides details on how each factor can influence language learning outcomes and strategies. For example, it notes that gender differences exist in strategy use, motivation depends on attitudes and goal-setting, and personality traits like introversion/extroversion each impact learning in unique ways. Aptitude incorporates memory, grammar skills, and vocabulary abilities. Finally, learning difficulties do not preclude success when modifications are made to incorporate multi-sensory activities.
Motivation
The document discusses Krashen's Affective Filter hypothesis, which is one of the five hypotheses that make up his Theory of Second Language Acquisition. The Affective Filter Hypothesis proposes that affective variables like motivation, self-confidence and anxiety play a role in second language acquisition - learners with high motivation, self-confidence and low anxiety are better equipped for language learning success. These affective factors can raise learners' affective filter, preventing comprehensible input from being used for acquisition. The document emphasizes the important role affect plays and the need for teachers to ensure students' affective filters remain low to facilitate learning.
Motivation in SLA
This document discusses several theories of motivation in second language acquisition:
1. Gardner's socioeducational model focuses on social attitudes and the relationships between language communities, distinguishing integrative and instrumental motivation.
2. Deci and Ryan's self-determination theory proposes that motivation varies along a continuum from amotivation to autonomous intrinsic motivation and involves innate psychological needs.
3. Dörnyei's process model of motivation analyzes motivation at different stages of goal pursuit and how it fluctuates over time based on learning experiences and self-regulation.
4. The L2 Motivational Self System incorporates ideas of possible future selves that motivate language learning through imagery and senses.
Activity 2.3 language adquisition
This document discusses key aspects of second language acquisition from linguistic, psychological, and social perspectives. It addresses what L2 learners come to know, including patterns of language as well as pragmatic competence. The document also discusses how L2 knowledge is acquired through innate capacity, interaction, and automatization. Finally, it examines why some learners are more successful based on factors like social context, age, aptitude, and motivation, and provides implications for L2 learning and teaching.
Motivation As An Individual Difference In Sla
1. The document discusses different types of motivation in second language learning, including integrative motivation which involves interest in the target language culture and instrumental motivation which involves practical reasons for learning a language.
2. It summarizes research showing that both integrative and instrumental motivation can be effective for language learning, depending on the context and individual. Success in language learning can also influence motivation in either direction.
3. Intrinsic motivation derived from inherent interest in learning tasks is discussed as an alternative to goal-oriented theories of motivation.
Language adquisition 11
Younger learners tend to achieve ultimately higher levels of proficiency in a second language compared to adults. However, adults have advantages in formal learning environments due to greater learning capacity and memory. When it comes to sex differences, some research indicates that females may have less asymmetrical brain organization which allows for better memorization of complex forms, while males appear better at computing rules. Learning aptitude, which includes phonemic coding ability, inductive language learning ability, grammatical sensitivity, and associative memory capacity, is an important predictor of success in both naturalistic and formal second language acquisition. Personality factors and cognitive style, like being field dependent or independent, also influence an individual's learning strategies and success in acquiring a
5 Factors Affecting LLS
This document discusses 5 factors that affect language learning strategies: gender, motivation, age, personality, and learning style. It provides details on each factor: gender differences in strategy use between males and females; the relationship between motivation level and strategy use; age differences in learning rates and proficiency levels; the influence of personality traits like extroversion; and how visual, auditory, and kinesthetic learning styles impact strategy preferences. Studies are cited showing the effect of each factor on language learners and their use of various strategies.
Independent
This document discusses theories of learning styles and cognitive styles. It describes Field Dependence/Independence as a cognitive style referring to how dependent or independent a learner is on contextual cues. Learners with different styles may learn best in different environments - field dependent learners preferring social/structured settings, while field independent learners prefer self-directed learning. The document also outlines several theories of learning, including behaviorism, constructivism, and Chomsky's theory of language acquisition challenging behaviorism. Effective teaching is said to involve understanding and accommodating different learner styles.
Individual differences
This document discusses several models of second language acquisition and how individual differences can impact computer-assisted language learning. It analyzes factors like age, attitudes, motivation, intelligence, language aptitude, previous knowledge, familiarity with computers, interaction with native speakers, and language used with community. While studies have found different relationships between these variables and language learning, most agree the variables interact with each other and significantly affect learning outcomes, though further research is needed to understand their specific impacts in different contexts.
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This document discusses 5 factors that affect language learning strategies: language proficiency, motivation, learning style, gender, and experience. Language proficiency determines whether learners employ more cognitive or metacognitive strategies. Motivation consists of goals, effort, wants and attitudes that can be instrumental or integrative. Learning style influences how learners understand information, with extroverts preferring social strategies and introverts using metacognitive strategies more. Studies show females use language learning strategies more frequently than males. Experience studying a language can impact the strategies learners choose to use.
Integrative motivation
This document summarizes a study on the integrative motivation of Indonesian junior high school students learning English in a globalizing world. The study found that students were highly motivated to learn English through exposure to Western pop culture in music and movies. Students saw English as an important language for interacting with other countries and cited admiration for advanced Western nations as reasons for liking English. Interviews revealed students' aspirations to use English internationally and their perceptions of its importance for Indonesia's global future role. The study suggests these views contribute to high initial motivation to learn English, especially speaking. Critiques noted the lack of teacher interview results and analysis methodology details.
Individual Differences
This document discusses several factors that can influence second language acquisition:
1. Age - Younger learners acquire language faster but older learners learn at a faster rate. Adults have a disadvantage with pronunciation but an advantage in learning rate.
2. Aptitude - An individual's natural ability to learn language, consisting of abilities like identifying sound patterns and inferring rules. Aptitude contributes to but does not determine proficiency.
3. Motivation - A key factor in SLA, it can be integrative, instrumental, intrinsic, or extrinsic. Instrumental motivation tends to lead to better performance according to some research. Attitudes and motivation are interrelated and can change over time with external
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This document summarizes English proficiency exam trends for Decatur students. It finds that student age, gender, and race/ethnicity did not correlate with performance. The average passing score was nearly 30 points higher than the failing score on the reading comprehension section but only 6 points higher on the essay writing section. Younger students performed poorly on reading comprehension while older students struggled more with writing. The document recommends strategies like questioning the author, double-entry diaries, and say-mean-matter to improve reading comprehension.
Learner Autonomy
The document discusses the concept of language learner autonomy. It provides a brief history of how the concept has evolved from the 1980s focus on learners doing things independently to a broader understanding of learners taking responsibility for their own learning. Several models of autonomy are presented that view it as a multi-stage process moving from lower to higher levels. The relationship between autonomy, motivation, and language acquisition is also discussed based on various learning theories. Overall, the document provides an overview of the key ideas and debates around language learner autonomy.
Vygotsky’s Socio-Cultural Theory in Terms of Application to Second Language A...
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This document discusses the application of Lev Vygotsky's sociocultural theory to second language acquisition (SLA). It outlines two key concepts from Vygotsky's theory - that social and cognitive processes are interrelated, and the zone of proximal development (ZPD). Regarding the first concept, social interaction plays a fundamental role in cognitive development. Learning occurs through transforming external social processes into internal cognitive processes. Regarding the ZPD, it represents the gap between independent problem-solving and problem-solving assisted by a more capable peer, and provides the conditions necessary for learning. The document analyzes how these concepts can be applied to interpreting SLA research and minimizing the gap between learners' first and second language proficienciesPsychology and Language Learning (I Bimestre)
Universidad Técnica Particular de Loja
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Psychology and Language Learning
I Bimestre
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Ponente: Lic. Gina Camacho
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This document summarizes an assignment presentation on individual differences and second language acquisition. It discusses several models of SLA that consider factors like age, attitude, motivation, intelligence, and learning aptitude. It also outlines findings on how these individual variables can influence language learning outcomes. The presentation analyzes models proposed by scholars like Naiman, Krashen, Brown, Fraser, Gardner, Skehan, and Spolsky to understand the role of individual learner differences.
Individual differences and call
This document discusses individual differences and their role in language learning. It summarizes several models of second language acquisition that incorporate individual variables like age, attitude, motivation, intelligence, and learning aptitude. These variables are proposed to interact with social/environmental factors and influence language learning outcomes. The document also provides more details on how certain individual variables like age, attitude, and motivation can impact language learning based on previous research findings.
Psychology for language teachers
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Chapter 4_ What can teachers do to promote learning?
Introduction
Feuerstein’s theory of mediation
Conclusion
The learning process starts as an inter-mental activity, by the more skilled individual sharing through talk, and ends as an intra-mental activity, with the shared knowledge taken in by the unskilled individual. According to Vygotsky, learning includes two stages: shared understanding in a social context through symbolic mediation (mainly in the form of dialogue) and internalization of the shared knowledge by an individual. The learning process is described as “new concepts continue to be acquired through social/interactional means” (Mitchell & Myles, 2004).
Individual learner differences
This document discusses several individual learner differences that can impact second language acquisition, including anxiety, age, language aptitude, intelligence, learning styles, motivation, personality traits, and cognitive styles. Anxiety is related to self-esteem and risk-taking and can interfere with learning. Adults generally progress faster than children in grammar acquisition but not always in pronunciation. Language aptitude, intelligence, and cognitive styles like field dependence/independence can also influence L2 learning.
Personality and language learning
This document discusses several key concepts in psycholinguistics and language acquisition, including:
1. The affective domain and how it relates to successful language learning alongside the cognitive domain.
2. Egosentric factors like self-esteem and inhibition that can impact language acquisition.
3. Transactional factors such as empathy, extroversion, and aggression and their roles in social interactions important for language learning.
4. Theories of motivation including basic human needs/drives and instrumental vs. integrative motivation.
The document provides an overview of these important psychological and social factors in understanding second language acquisition.
Factors affecting lls
1. Several studies have found that females generally report using more language learning strategies overall compared to males, though males sometimes use particular strategies like metacognitive strategies more.
2. Personal factors like personality and emotions can influence language learning strategy use, with extroverts preferring social strategies and introverts using metacognitive strategies more.
3. Motivation also influences strategy use, with more motivated students using strategies more frequently and the type of motivation, instrumental or integrative, affecting strategy choice.
Human personality and second language acquisition
This document discusses how personality traits can affect second language acquisition. It identifies several key personality characteristics that may impact language learning, including extraversion vs introversion, self-esteem, inhibition, risk-taking, and anxiety. Trait and state anxiety are described as the two types of anxiety that can influence the language learning process.
Learner differences affective factors
This document discusses learner differences that can affect second language acquisition. It identifies several affective factors, including motivation, anxiety, attitudes, intelligence/aptitude, and personality factors. Motivation is considered the most important affective factor influencing how quickly and successfully a learner acquires a new language. The number and type of opportunities to use the language are also important, with more interactive opportunities generally leading to better learning outcomes.
5 Factors affecting LLS
This document discusses several factors that affect language learning strategies:
1. Motivation - More motivated learners use strategies more frequently and a greater number of strategies.
2. Gender - Studies show males tend to use a greater variety of strategies than females, favoring metacognitive and compensation strategies.
3. Proficiency level - Higher proficiency is associated with increased use of both direct and indirect strategies. Cognitive and metacognitive strategies correlate most strongly with high proficiency.
4. Learning experiences - Experience studying the language abroad or in different educational contexts can influence learning style and strategy use.
5. Cultural background - Learning strategies may be influenced by students' cultural backgrounds, with Asian students preferring memorization
Five factors affecting language learning strategies
Five factors that affect language learning strategies are discussed: motivation, gender, language proficiency level, learning style, and family background. Motivation is identified as the most important factor by several sources, with more motivated learners using strategies more frequently. Gender differences are also discussed, with females generally using strategies more than males. Language proficiency level influences strategy use, with more advanced learners employing cognitive and metacognitive strategies. Learning style preferences determine what strategies learners adopt, such as social strategies for group-oriented learners. Family background characteristics like socioeconomic status and parental education levels can impact students' language achievement.
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5 Factors Affecting LLS
This document discusses 5 factors that affect language learning strategies: gender, motivation, age, personality, and learning style. It provides details on each factor: gender differences in strategy use between males and females; the relationship between motivation level and strategy use; age differences in learning rates and proficiency levels; the influence of personality traits like extroversion; and how visual, auditory, and kinesthetic learning styles impact strategy preferences. Studies are cited showing the effect of each factor on language learners and their use of various strategies.
Independent
This document discusses theories of learning styles and cognitive styles. It describes Field Dependence/Independence as a cognitive style referring to how dependent or independent a learner is on contextual cues. Learners with different styles may learn best in different environments - field dependent learners preferring social/structured settings, while field independent learners prefer self-directed learning. The document also outlines several theories of learning, including behaviorism, constructivism, and Chomsky's theory of language acquisition challenging behaviorism. Effective teaching is said to involve understanding and accommodating different learner styles.
Individual differences
This document discusses several models of second language acquisition and how individual differences can impact computer-assisted language learning. It analyzes factors like age, attitudes, motivation, intelligence, language aptitude, previous knowledge, familiarity with computers, interaction with native speakers, and language used with community. While studies have found different relationships between these variables and language learning, most agree the variables interact with each other and significantly affect learning outcomes, though further research is needed to understand their specific impacts in different contexts.
What is gender based approach
This document discusses taking a gender-based approach to teaching students about equality and feminism. It analyzes aspects of gender relations that may be seen in texts, including patriarchal power and oppression, stereotypes of women and gender roles, and sexist attitudes towards women. It also considers whether texts project feminist or masculinist viewpoints, and the characteristics of masculinity, femininity, and aggression that may be evident in characters.
Factors affecting language learning strategies (lls)
This document discusses 5 factors that affect language learning strategies: language proficiency, motivation, learning style, gender, and experience. Language proficiency determines whether learners employ more cognitive or metacognitive strategies. Motivation consists of goals, effort, wants and attitudes that can be instrumental or integrative. Learning style influences how learners understand information, with extroverts preferring social strategies and introverts using metacognitive strategies more. Studies show females use language learning strategies more frequently than males. Experience studying a language can impact the strategies learners choose to use.
Integrative motivation
This document summarizes a study on the integrative motivation of Indonesian junior high school students learning English in a globalizing world. The study found that students were highly motivated to learn English through exposure to Western pop culture in music and movies. Students saw English as an important language for interacting with other countries and cited admiration for advanced Western nations as reasons for liking English. Interviews revealed students' aspirations to use English internationally and their perceptions of its importance for Indonesia's global future role. The study suggests these views contribute to high initial motivation to learn English, especially speaking. Critiques noted the lack of teacher interview results and analysis methodology details.
Individual Differences
This document discusses several factors that can influence second language acquisition:
1. Age - Younger learners acquire language faster but older learners learn at a faster rate. Adults have a disadvantage with pronunciation but an advantage in learning rate.
2. Aptitude - An individual's natural ability to learn language, consisting of abilities like identifying sound patterns and inferring rules. Aptitude contributes to but does not determine proficiency.
3. Motivation - A key factor in SLA, it can be integrative, instrumental, intrinsic, or extrinsic. Instrumental motivation tends to lead to better performance according to some research. Attitudes and motivation are interrelated and can change over time with external
ENG ECA Trends
This document summarizes English proficiency exam trends for Decatur students. It finds that student age, gender, and race/ethnicity did not correlate with performance. The average passing score was nearly 30 points higher than the failing score on the reading comprehension section but only 6 points higher on the essay writing section. Younger students performed poorly on reading comprehension while older students struggled more with writing. The document recommends strategies like questioning the author, double-entry diaries, and say-mean-matter to improve reading comprehension.
Learner Autonomy
The document discusses the concept of language learner autonomy. It provides a brief history of how the concept has evolved from the 1980s focus on learners doing things independently to a broader understanding of learners taking responsibility for their own learning. Several models of autonomy are presented that view it as a multi-stage process moving from lower to higher levels. The relationship between autonomy, motivation, and language acquisition is also discussed based on various learning theories. Overall, the document provides an overview of the key ideas and debates around language learner autonomy.
Vygotsky’s Socio-Cultural Theory in Terms of Application to Second Language A...
Vygotsky’s Socio-Cultural Theory in Terms of Application to Second Language A...Natalia Reilly, Ph.D.
This document discusses the application of Lev Vygotsky's sociocultural theory to second language acquisition (SLA). It outlines two key concepts from Vygotsky's theory - that social and cognitive processes are interrelated, and the zone of proximal development (ZPD). Regarding the first concept, social interaction plays a fundamental role in cognitive development. Learning occurs through transforming external social processes into internal cognitive processes. Regarding the ZPD, it represents the gap between independent problem-solving and problem-solving assisted by a more capable peer, and provides the conditions necessary for learning. The document analyzes how these concepts can be applied to interpreting SLA research and minimizing the gap between learners' first and second language proficienciesPsychology and Language Learning (I Bimestre)
Universidad Técnica Particular de Loja
Inglés
Psychology and Language Learning
I Bimestre
Abril - Agosto 2007
Ponente: Lic. Gina Camacho
Individual differences and call
This document summarizes an assignment presentation on individual differences and second language acquisition. It discusses several models of SLA that consider factors like age, attitude, motivation, intelligence, and learning aptitude. It also outlines findings on how these individual variables can influence language learning outcomes. The presentation analyzes models proposed by scholars like Naiman, Krashen, Brown, Fraser, Gardner, Skehan, and Spolsky to understand the role of individual learner differences.
Individual differences and call
This document discusses individual differences and their role in language learning. It summarizes several models of second language acquisition that incorporate individual variables like age, attitude, motivation, intelligence, and learning aptitude. These variables are proposed to interact with social/environmental factors and influence language learning outcomes. The document also provides more details on how certain individual variables like age, attitude, and motivation can impact language learning based on previous research findings.
Psychology for language teachers
Psychology for Language Teachers: A Social Constructivist Approach (Cambridge Language Teaching Library)_ Marion Williams
Chapter 4_ What can teachers do to promote learning?
Introduction
Feuerstein’s theory of mediation
Conclusion
The learning process starts as an inter-mental activity, by the more skilled individual sharing through talk, and ends as an intra-mental activity, with the shared knowledge taken in by the unskilled individual. According to Vygotsky, learning includes two stages: shared understanding in a social context through symbolic mediation (mainly in the form of dialogue) and internalization of the shared knowledge by an individual. The learning process is described as “new concepts continue to be acquired through social/interactional means” (Mitchell & Myles, 2004).
Individual learner differences
This document discusses several individual learner differences that can impact second language acquisition, including anxiety, age, language aptitude, intelligence, learning styles, motivation, personality traits, and cognitive styles. Anxiety is related to self-esteem and risk-taking and can interfere with learning. Adults generally progress faster than children in grammar acquisition but not always in pronunciation. Language aptitude, intelligence, and cognitive styles like field dependence/independence can also influence L2 learning.
Personality and language learning
This document discusses several key concepts in psycholinguistics and language acquisition, including:
1. The affective domain and how it relates to successful language learning alongside the cognitive domain.
2. Egosentric factors like self-esteem and inhibition that can impact language acquisition.
3. Transactional factors such as empathy, extroversion, and aggression and their roles in social interactions important for language learning.
4. Theories of motivation including basic human needs/drives and instrumental vs. integrative motivation.
The document provides an overview of these important psychological and social factors in understanding second language acquisition.
Factors affecting lls
1. Several studies have found that females generally report using more language learning strategies overall compared to males, though males sometimes use particular strategies like metacognitive strategies more.
2. Personal factors like personality and emotions can influence language learning strategy use, with extroverts preferring social strategies and introverts using metacognitive strategies more.
3. Motivation also influences strategy use, with more motivated students using strategies more frequently and the type of motivation, instrumental or integrative, affecting strategy choice.
Human personality and second language acquisition
This document discusses how personality traits can affect second language acquisition. It identifies several key personality characteristics that may impact language learning, including extraversion vs introversion, self-esteem, inhibition, risk-taking, and anxiety. Trait and state anxiety are described as the two types of anxiety that can influence the language learning process.
Learner differences affective factors
This document discusses learner differences that can affect second language acquisition. It identifies several affective factors, including motivation, anxiety, attitudes, intelligence/aptitude, and personality factors. Motivation is considered the most important affective factor influencing how quickly and successfully a learner acquires a new language. The number and type of opportunities to use the language are also important, with more interactive opportunities generally leading to better learning outcomes.
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5 Factors affecting LLS
This document discusses several factors that affect language learning strategies:
1. Motivation - More motivated learners use strategies more frequently and a greater number of strategies.
2. Gender - Studies show males tend to use a greater variety of strategies than females, favoring metacognitive and compensation strategies.
3. Proficiency level - Higher proficiency is associated with increased use of both direct and indirect strategies. Cognitive and metacognitive strategies correlate most strongly with high proficiency.
4. Learning experiences - Experience studying the language abroad or in different educational contexts can influence learning style and strategy use.
5. Cultural background - Learning strategies may be influenced by students' cultural backgrounds, with Asian students preferring memorization
Five factors affecting language learning strategies
Five factors that affect language learning strategies are discussed: motivation, gender, language proficiency level, learning style, and family background. Motivation is identified as the most important factor by several sources, with more motivated learners using strategies more frequently. Gender differences are also discussed, with females generally using strategies more than males. Language proficiency level influences strategy use, with more advanced learners employing cognitive and metacognitive strategies. Learning style preferences determine what strategies learners adopt, such as social strategies for group-oriented learners. Family background characteristics like socioeconomic status and parental education levels can impact students' language achievement.
Factors affecting LLS usage
This document discusses 5 factors that can affect language learning strategies: gender, motivation, experience, personality, and cultural background. Several studies have found gender differences in strategy use, with males more likely to use a variety of strategies compared to females. Motivation is also a key factor, as highly motivated learners tend to use more strategies. Experience studying abroad or in a language center can influence strategy use as well. Personality traits like extroversion and cultural background also impact what strategies learners prefer. Different cultures tend to favor certain strategies over others.
Factors affecting LLS usage
This is part of my assignments for Language Learning Strategies Instruction with Prof. Dr. Mohamed Amin Embi
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There are several factors that affect language learning strategies:
1. Affective variables like motivation - highly motivated students use strategies more often. Integrative and instrumental motivation influence strategy choice.
2. Proficiency level - higher proficiency students use a wider range and more frequently. Effective learners use more strategies.
3. Gender - some studies found females use more strategies while others found no difference or males using more.
4. Learning experiences - experienced learners use strategies more effectively, but time studying a language did not necessarily increase strategy use.
5. Learning styles - students with different perceptual styles showed differences in strategy use.
Factors affecting lls usage
There are many factors that can influence an individual's usage of language learning strategies (LLS), including motivation, gender, level of language proficiency, and learning experiences. Highly motivated learners and those with higher proficiency levels tend to use a wider variety of LLS more frequently. Females generally report using LLS more than males. Prior experience studying a language abroad can also impact strategy selection and use. Learning style preferences, cultural background, and the social environment additionally shape an individual's approach to language learning.
5 factors affecting language learning strategies use (slides)
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- 1. 5 FACTORS THAT AFFECT LLS BY, LEE PUI HAR (P63824)
- 2. INTRODUCTION • Men commonly think according to their inclinations, speak according to their learning and imbibed opinions, but generally act according to custom. (Francis Bacon Sr)
- 3. FACTORS THAT AFFECT LLS • Gender • Motivation • Personal Attributes • Social & Cultural Beliefs • Learning Style
- 4. GENDER • Men & Women brains really are wired differently. (Lewis and LiveScience 2013) • According to Hong-Nam and Leavell (2006) • Females engaged in strategy use more frequently than males • Female using Social and Metacognitive strategies most and Memory strategies the least. • Males use Metacognitive & Compensation strategies most and Affective strategies the least.
- 5. MOTIVATION • Gardner and Lambert Motivation Theory (1959) • Instrumental motivation involves wanting to learn the L2 for a specific goal or reason, for example, learning a L2 • Integrative motivation is defined as wanting to identify with another ethnolinguistic group • The learners’ motivation may be influenced by the types of learning contexts they are in. 1 • EFL : Instrumental motivation • ESL: Integrative motivation (Nitta 2006)
- 6. PERSONAL ATTRIBUTES • Anxiety • Formal learning context & Informal learning context • Self-confidence • self-confidence consists of a combination of positive self-evaluation of one’s competence in the L2 and the absence of anxiety when learning and using the L2. (Nitta 2006)
- 7. Social & Cultural Beliefs • The degree of social & psychological distance a learner experiences between his or her language and culture and that of the target language group also affects his or her experience of learning the language. (Nitta 2006)
- 8. LEARNING STYLE • Oxford also categorized language learning strategies into two domains: (Khamkhien 2010) • Direct Strategies (Memory, cognitive, compensation) • Indirect Strategies (Metacognitive, affective, social) • Learning Style Approach (Fleming 2011) • Visual, Auditory, Read & Write, Kinesthetic
- 9. CONCLUSION • Identifying LLS used and understanding factors that might affect LLS are one of the many possible ways to assist Learners & also teachers in making the language learning process less difficult and more effective.
- 10. REFERENCES Fleming, N.D. 2011. VARK a guide to learning style. http://www.vark- learn.com/english/page.asp?p=biography Khamkhien, A. 2010. Factors affecting language learning strategy reported usage by Thai and Vietnamese EFL learners. Electronic Journal of Foreign Language Teaching 7(1):66-85. e- flt.nus.edu.sg/.../khamkhien.htm [26 March 2014] Lewis, T. & LiveScience. 2013. How men's rrains are wired differently than women's. http://www.scientificamerican.com/article/how-mens-brains-are-wired-differently-than-women/ [26 March 2014] Nitta, T. 2006. Affective, cognitive and social factors affecting Japanese learners of English in Cape Town. etd.uwc.ac.za/usrfiles/.../etd_gen8Srv25Nme4_4868_1210749958.pdf [26 March 2013].