Factor affect language learning strategy (lls) Najihah Bt Mohd Ismail Eh
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The document discusses five main factors that can affect language learning strategies: gender, age, level of proficiency, motivation, and experience studying a language. Regarding gender, several studies found that female students tend to use compensation and affective strategies more than males. Younger learners rely more on cognitive and social strategies, while older adults use metacognitive self-management strategies more. Beginner language learners employ fewer strategies than intermediate learners. Motivation is a primary driver of language learning, influencing how long and hard students pursue the language. Experience studying abroad positively impacts thinking and language learning abilities.
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Language learning strategies
This document discusses 5 factors that affect language learning strategy use: motivation and exposure, socioeconomic status, experiences studying the language, age, and parents' academic background. It provides examples from various studies showing how each factor influences students' use and development of language learning strategies. For instance, motivation from personal or professional goals can improve language proficiency, while socioeconomic status impacts access to educational resources. Experience studying the language also shapes the types of strategies used over time.
Factors That Affecting LLS
This document summarizes several key factors that affect language learning strategies: motivation, experience, gender, proficiency, and learning style. It discusses research showing that motivation and attitudes are primary influences on language learning. Experience in a language makes students more likely to use cognitive and memory strategies. Gender studies found females use memory and metacognitive strategies more than males. Higher proficiency is linked to greater awareness of language learning rules and strategies. And learning style, such as being auditory or visual, impacts the types of strategies students employ.
5 Factors Affecting Language Learning Strategies
This document discusses 5 factors that affect language learning strategies: motivation, gender, experience, proficiency level, and learning styles. It provides details on how each factor influences an individual's choice and use of different language learning strategies. For motivation, more motivated learners use more strategies and more frequently. For gender, studies have found both that females generally use more strategies than males, and that males in some cases use more strategies. Experience, such as studying abroad, can influence learning style and ability. Proficiency level correlates with certain strategy use, such as higher proficiency associated with more strategy use. Learning styles also influence strategy preferences, for example extraverts preferring social strategies more.
Factors Affecting Language Learning Strategies (LLS)
This document discusses 5 factors that affect language learning strategies: gender, motivation, language proficiency, age, and learning style. It provides details on each factor: Gender differences show females tend to use strategies more frequently than males. Highly motivated learners use strategies more than less motivated learners. Higher proficiency learners employ strategies more than lower proficiency learners. Adults have advantages in strategy use over children due to more experience. And learning styles influence what strategies learners select.
Factors affecting the LLS usage
The document summarizes research on factors that influence the language learning strategies used by students. It discusses how age, gender, ethnic and cultural background, motivation, and parents' academic background can impact the strategies employed. For age, younger students rely more on repetition, while older students use more cognitive and metacognitive strategies. Females tend to utilize social and practice strategies more, while males prefer visual-spatial learning. Cultural background also influences strategy use, such as Asian students preferring rote learning. Motivation and parents' education levels affect students' preparation and strategy selection as well.
5 factors affecting language learning strategies
This document discusses 5 factors that affect language learning strategies: gender, background of parents, motivation, experiences studying English, and learning style. Several studies are cited that found gender differences in strategy use, with females using some strategies more than males. Students with highly educated parents used more strategies than those with less educated parents. Motivation directly impacts strategy use, input, achievement, and maintaining skills. Experience studying English, such as time abroad or at a language center, was found to increase use of cognitive and metacognitive strategies. An individual's background and learning style also influence their choice of language learning strategies.
Factors affecting language learning strategies
This document discusses several factors that can affect language learning strategies, including motivation, gender, learning style, experience, and level of proficiency. Motivation and gender can influence what types of strategies students adopt and how frequently they use them. Learning style preferences impact the strategies used by individuals. Prior language experience and cultural background also shape strategy use. Finally, the level of language proficiency may determine whether students rely more on communication strategies or demonstrate a relationship between strategy use and proficiency level.
5 factors affecting LLS usage
This document summarizes 5 key factors that affect language learning strategy usage: motivation, learning style, gender, language proficiency level, and socioeconomic status. It provides details on how each factor influences what language learning strategies students employ. For example, it states that extroverts prefer social strategies while introverts use metacognitive strategies more, and that higher proficiency is associated with increased use of both direct and indirect language learning strategies.
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Language learning strategies
This document discusses 5 factors that affect language learning strategy use: motivation and exposure, socioeconomic status, experiences studying the language, age, and parents' academic background. It provides examples from various studies showing how each factor influences students' use and development of language learning strategies. For instance, motivation from personal or professional goals can improve language proficiency, while socioeconomic status impacts access to educational resources. Experience studying the language also shapes the types of strategies used over time.
Factors That Affecting LLS
This document summarizes several key factors that affect language learning strategies: motivation, experience, gender, proficiency, and learning style. It discusses research showing that motivation and attitudes are primary influences on language learning. Experience in a language makes students more likely to use cognitive and memory strategies. Gender studies found females use memory and metacognitive strategies more than males. Higher proficiency is linked to greater awareness of language learning rules and strategies. And learning style, such as being auditory or visual, impacts the types of strategies students employ.
5 Factors Affecting Language Learning Strategies
This document discusses 5 factors that affect language learning strategies: motivation, gender, experience, proficiency level, and learning styles. It provides details on how each factor influences an individual's choice and use of different language learning strategies. For motivation, more motivated learners use more strategies and more frequently. For gender, studies have found both that females generally use more strategies than males, and that males in some cases use more strategies. Experience, such as studying abroad, can influence learning style and ability. Proficiency level correlates with certain strategy use, such as higher proficiency associated with more strategy use. Learning styles also influence strategy preferences, for example extraverts preferring social strategies more.
Factors Affecting Language Learning Strategies (LLS)
This document discusses 5 factors that affect language learning strategies: gender, motivation, language proficiency, age, and learning style. It provides details on each factor: Gender differences show females tend to use strategies more frequently than males. Highly motivated learners use strategies more than less motivated learners. Higher proficiency learners employ strategies more than lower proficiency learners. Adults have advantages in strategy use over children due to more experience. And learning styles influence what strategies learners select.
Factors affecting the LLS usage
The document summarizes research on factors that influence the language learning strategies used by students. It discusses how age, gender, ethnic and cultural background, motivation, and parents' academic background can impact the strategies employed. For age, younger students rely more on repetition, while older students use more cognitive and metacognitive strategies. Females tend to utilize social and practice strategies more, while males prefer visual-spatial learning. Cultural background also influences strategy use, such as Asian students preferring rote learning. Motivation and parents' education levels affect students' preparation and strategy selection as well.
5 factors affecting language learning strategies
This document discusses 5 factors that affect language learning strategies: gender, background of parents, motivation, experiences studying English, and learning style. Several studies are cited that found gender differences in strategy use, with females using some strategies more than males. Students with highly educated parents used more strategies than those with less educated parents. Motivation directly impacts strategy use, input, achievement, and maintaining skills. Experience studying English, such as time abroad or at a language center, was found to increase use of cognitive and metacognitive strategies. An individual's background and learning style also influence their choice of language learning strategies.
Factors affecting language learning strategies
This document discusses several factors that can affect language learning strategies, including motivation, gender, learning style, experience, and level of proficiency. Motivation and gender can influence what types of strategies students adopt and how frequently they use them. Learning style preferences impact the strategies used by individuals. Prior language experience and cultural background also shape strategy use. Finally, the level of language proficiency may determine whether students rely more on communication strategies or demonstrate a relationship between strategy use and proficiency level.
5 factors affecting LLS usage
This document summarizes 5 key factors that affect language learning strategy usage: motivation, learning style, gender, language proficiency level, and socioeconomic status. It provides details on how each factor influences what language learning strategies students employ. For example, it states that extroverts prefer social strategies while introverts use metacognitive strategies more, and that higher proficiency is associated with increased use of both direct and indirect language learning strategies.
Factors affecting language learning strategies usage
This document discusses several factors that affect language learning strategy usage:
1) Age - Younger learners rely more on cognitive and social strategies while older learners use more metacognitive strategies.
2) Gender - Some studies found females use social interaction and formal practice strategies more than males.
3) Cultural background - Learners from different cultures prefer certain types of strategies, such as Asian learners favoring rote learning over social interaction strategies.
4) Motivation - A learner's motivation and goals influence their choice of language learning strategies.
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.
Task 7 - Factors that Affect Language Learning Strategies
The document discusses five factors that can affect language learning strategies: gender, cultural background, motivation, learning styles, and experiences studying a language. It provides several studies that examine the relationship between these factors and strategy use. For example, some studies found that females and students from Asian backgrounds tend to prefer memorization and structured approaches more while others found no significant differences in strategy use based on gender. Motivation level and preferences for group work versus individual study were also found to impact learning strategy selection. Experience studying languages abroad was also noted as shaping students' thought processes and abilities.
Presentation1
This document discusses 5 factors that affect language learning strategy (LLS) usage: gender, motivation, experiences, family background, and proficiency levels. Gender studies have found that female students use compensation and affective strategies more than males. Motivation refers to a student's willingness to interact in the target language and having both instrumental and integrative motivation can lead to more language learning. Experience studying abroad can influence learning style and actual language ability. Family background, such as parental education levels, attention, and home environment can impact student achievement and strategy use. Proficiency levels also influence strategy use, with more effective language learners employing a variety of strategies compared to poorer learners.
5 factors affecting language learning strategies
Five factors that affect language learning strategies are motivation, age, language proficiency, learning style, and cultural background. Highly motivated learners use more strategies than less motivated learners. Younger learners prefer task-specific strategies while older learners prefer generalized strategies. Lower proficiency learners use more strategies than higher proficiency learners. Learning strategies also depend on learning style, such as extroverts preferring social strategies and introverts preferring metacognitive strategies. Cultural background influences strategy use, with different cultures employing specific strategies at different frequencies.
Five factors that affect lls
This document discusses 5 factors that affect language learning strategies: motivation, gender, age, proficiency, and socioeconomic status. Motivation is found to be one of the most important elements for learning, as motivated learners work harder and achieve better results. Gender differences in learning styles and social perceptions can also impact success. Both younger and older learners are found to have advantages and disadvantages, while adolescent and adult learners tend to perform better. Learners at higher proficiency levels utilize a wider variety of strategies. Finally, socioeconomic status influences access to learning resources and technology, with students from wealthier backgrounds often performing better.
FACTOR AFFECTING LLS
This document summarizes research on language learning strategies used by different groups. It finds that:
1) Learners' purposes for learning a language affect their strategy choices. Females tend to use more social strategies while males emphasize strategies like speaking the language.
2) Younger learners first develop receptive strategies like repetition, then interaction strategies, and finally monitoring strategies.
3) Primary students rely more on metacognitive strategies while secondary students employ more cognitive strategies.
4) Different cultural backgrounds correlate with varying strategy use, such as Asians using fewer social strategies than Hispanics.
Factors affecting language learning strategies
This document summarizes several key factors that affect language learning strategies: sex, motivation, age, beliefs, and level of proficiency. Motivation greatly influences the strategies used, with higher motivation linked to more strategy use. Age can impact suitable strategies, and beliefs about language learning also influence strategies selected. Higher proficiency generally corresponds with greater variety of language learning strategies used.
Presentation
This document discusses several factors that can influence second language learning: motivation, age, gender, ethnicity/cultural background, and intelligence. For motivation, it describes how teachers can intrinsically and extrinsically motivate students. It notes that age affects how quickly adults versus children learn initially, but that starting younger allows for higher proficiency levels. Gender differences in learning strategy use are inconclusive between studies. Cultural background and first language can impact the learning process through issues like linguistic interference. Intelligence is difficult to separate from environment, but seems important for language rule learning.
Five factors that affecting lls
This document discusses several factors that affect language learning strategies, including age, motivation, gender, family background, and learning styles. Younger or less advanced language learners tend to use social strategies more, while motivation is one of the most important factors impacting achievement. Some studies have found that males use strategies more than females, though findings are mixed. Children from larger families may have fewer learning resources. Learning styles also influence the types of strategies students choose, and effective learners use a variety tailored to their personality and goals.
5 factors that affect language learning strategies
The document discusses several factors that influence language learning: motivation, gender, experience studying a language, proficiency level, and learning style. It summarizes several studies that found motivation is a major factor in language learning. Gender may also influence strategy use, though results are conflicting. Learners with more experience studying a language tend to use cognitive and memory strategies more. Lower proficiency learners employ communication strategies more than higher proficiency learners. Learners with global or intuitive learning styles tend to use compensation and affective strategies more frequently than sequential learners.
Factors affecting lls
Motivated students use more language learning strategies than less motivated students and are more creative. Female students tend to use more language learning strategies than males and most likely use metacognitive strategies, though specific studies on gender differences are limited. Different ages use different strategies, with adult students being more advanced in strategy use than children, though some studies suggest children can achieve high language proficiency. Cultural background and education system influence strategy use, as some prefer talking more due to their community upbringing. Learners' proficiency level also impacts strategy use, with high proficiency using the greatest variety, intermediate focusing on metacognitive strategies, and low proficiency relying on communication strategies.
Factors affecting lls usage
There are several key factors that affect an individual's use of language learning strategies:
1. Language proficiency - More proficient learners use cognitive and metacognitive strategies more, while less proficient learners rely more on communication strategies.
2. Motivation - Highly motivated learners adopt more learning strategies than less motivated learners.
3. Learning styles - Introverts tend to prefer metacognitive strategies while extroverts prefer social strategies. Learning strategy use is also influenced by an individual's learning style preferences.
Factors that Affecting LLS
This document discusses factors that affect language learning strategies. It identifies five main factors: gender, age, motivation, aptitude of individuals, and learning style. For gender, research shows that women tend to use language learning strategies more frequently than men, employing cognitive, social, and metacognitive strategies. For age, young learners rely on repetition and social strategies, while older learners develop grammar identification strategies. Motivation also influences strategy use - those with integrative or achievement motivation use more strategies. Aptitude impacts what strategies are effective, based on an individual's abilities. Finally, learning style, whether visual, auditory, or kinesthetic, guides appropriate strategy selection.
Factors affecting learning language strategies
Motivation and attitudes are the primary sources contributing to individual language learning. Several studies found relationships between motivation, both integrative and instrumental, and learner's choice and use of language learning strategies. Additionally, differences in strategy use were found according to gender, with females generally using strategies more frequently than males, and according to cultural background, with Asian students preferring memory-based and metacognitive strategies more than other groups. Level of course and studying abroad can also influence language learners' choice and use of strategies.
5 factors that affect language learning strategies
This document discusses 5 factors that affect language learning strategies: gender, motivation, experience studying the language, learning style, and language proficiency. Several studies found that females use language learning strategies more frequently than males. Motivated learners are more active in their learning and use strategies more often. Experience studying a language does not necessarily correlate with greater strategy use. Learning styles influence the strategies learners choose, and more proficient language learners tend to use a wider variety of strategies.
5 Factors that Affect LLS
This document discusses 5 factors that affect language learning strategies: 1) Learners' level of language proficiency, with more proficient learners using a wider variety of strategies. 2) Motivation, with more motivated learners adopting and using strategies more frequently. 3) Learning style, with extroverts preferring social strategies and introverts using metacognitive strategies more. 4) Gender, with some studies finding females using more strategies overall than males. 5) Experiences studying the language, with factors like time spent abroad influencing strategy use.
5 Factors Affecting LLS
This document discusses 5 factors that affect language learning strategies: language proficiency level, motivation, learning styles, gender, and age. Higher proficiency learners tend to use more cognitive and metacognitive strategies, while lower proficiency learners rely more on communication and knowledge-based strategies. Motivation is found to be the single most important influence, with more motivated learners employing strategies more frequently. Learning styles also impact strategy use, such as extroverts preferring social strategies. Gender studies show females generally use strategies more than males. Age is a biological factor, with younger learners acquiring language faster than older ones due to a critical period of language development.
FACTORS THAT AFFECT LEARNING LANGUAGE STRATEGIES.
This document discusses several factors that affect language learning strategies:
1) Gender differences - females tend to use social and metacognitive strategies more while males prefer metacognitive and compensation strategies.
2) Motivation - highly motivated learners are more likely to use a variety of language learning strategies.
3) Experiences studying languages - experiences such as studying abroad can influence learning styles and actual language ability.
It provides several examples and studies to support how these factors impact an individual's use of language learning strategies.
5 factors affecting lls
This document summarizes 5 factors that affect language learning strategies: motivation, learning styles, experiences in studying, proficiency level, and gender. Motivation was found to be a major predictor of strategy use, with more motivated learners using strategies more frequently. Learning style also impacted strategy use, such as extroverts preferring social strategies and introverts using metacognitive strategies more. Learners' experiences studying abroad and length of time studying a language affected their strategy choices. Proficiency level correlated with different strategy use, with more advanced learners using metacognitive strategies more. Gender differences were also seen in strategy preferences.
Language power lg and age!!!
This document discusses age as a factor in language variation. It summarizes how people construct age identities and how language use varies across different life stages. Specifically, it covers how children naturally acquire language, how teenagers and young adults use informal language as a daily skill, and how the elderly tend to use simpler sentences and ask more questions. The document also provides examples of how age is an important cultural category that determines various social roles and expectations.
Input ESOL
The document discusses features of input that are important for second language acquisition according to Stephen Krashen's optimal input hypothesis. Optimal input should be comprehensible, interesting, in sufficient quantity, and authentic. It notes that English language learners (ELLs) often rely solely on textbooks that use simplified language and unrealistic examples. The document suggests teachers provide more relevant, interesting topics and activities to help students derive meaning from language in context rather than just focusing on grammar concepts. Presenting both formal and informal examples of conversations can also help students understand differences in register.
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Factors affecting language learning strategies usage
This document discusses several factors that affect language learning strategy usage:
1) Age - Younger learners rely more on cognitive and social strategies while older learners use more metacognitive strategies.
2) Gender - Some studies found females use social interaction and formal practice strategies more than males.
3) Cultural background - Learners from different cultures prefer certain types of strategies, such as Asian learners favoring rote learning over social interaction strategies.
4) Motivation - A learner's motivation and goals influence their choice of language learning strategies.
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.
Task 7 - Factors that Affect Language Learning Strategies
The document discusses five factors that can affect language learning strategies: gender, cultural background, motivation, learning styles, and experiences studying a language. It provides several studies that examine the relationship between these factors and strategy use. For example, some studies found that females and students from Asian backgrounds tend to prefer memorization and structured approaches more while others found no significant differences in strategy use based on gender. Motivation level and preferences for group work versus individual study were also found to impact learning strategy selection. Experience studying languages abroad was also noted as shaping students' thought processes and abilities.
Presentation1
This document discusses 5 factors that affect language learning strategy (LLS) usage: gender, motivation, experiences, family background, and proficiency levels. Gender studies have found that female students use compensation and affective strategies more than males. Motivation refers to a student's willingness to interact in the target language and having both instrumental and integrative motivation can lead to more language learning. Experience studying abroad can influence learning style and actual language ability. Family background, such as parental education levels, attention, and home environment can impact student achievement and strategy use. Proficiency levels also influence strategy use, with more effective language learners employing a variety of strategies compared to poorer learners.
5 factors affecting language learning strategies
Five factors that affect language learning strategies are motivation, age, language proficiency, learning style, and cultural background. Highly motivated learners use more strategies than less motivated learners. Younger learners prefer task-specific strategies while older learners prefer generalized strategies. Lower proficiency learners use more strategies than higher proficiency learners. Learning strategies also depend on learning style, such as extroverts preferring social strategies and introverts preferring metacognitive strategies. Cultural background influences strategy use, with different cultures employing specific strategies at different frequencies.
Five factors that affect lls
This document discusses 5 factors that affect language learning strategies: motivation, gender, age, proficiency, and socioeconomic status. Motivation is found to be one of the most important elements for learning, as motivated learners work harder and achieve better results. Gender differences in learning styles and social perceptions can also impact success. Both younger and older learners are found to have advantages and disadvantages, while adolescent and adult learners tend to perform better. Learners at higher proficiency levels utilize a wider variety of strategies. Finally, socioeconomic status influences access to learning resources and technology, with students from wealthier backgrounds often performing better.
FACTOR AFFECTING LLS
This document summarizes research on language learning strategies used by different groups. It finds that:
1) Learners' purposes for learning a language affect their strategy choices. Females tend to use more social strategies while males emphasize strategies like speaking the language.
2) Younger learners first develop receptive strategies like repetition, then interaction strategies, and finally monitoring strategies.
3) Primary students rely more on metacognitive strategies while secondary students employ more cognitive strategies.
4) Different cultural backgrounds correlate with varying strategy use, such as Asians using fewer social strategies than Hispanics.
Factors affecting language learning strategies
This document summarizes several key factors that affect language learning strategies: sex, motivation, age, beliefs, and level of proficiency. Motivation greatly influences the strategies used, with higher motivation linked to more strategy use. Age can impact suitable strategies, and beliefs about language learning also influence strategies selected. Higher proficiency generally corresponds with greater variety of language learning strategies used.
Presentation
This document discusses several factors that can influence second language learning: motivation, age, gender, ethnicity/cultural background, and intelligence. For motivation, it describes how teachers can intrinsically and extrinsically motivate students. It notes that age affects how quickly adults versus children learn initially, but that starting younger allows for higher proficiency levels. Gender differences in learning strategy use are inconclusive between studies. Cultural background and first language can impact the learning process through issues like linguistic interference. Intelligence is difficult to separate from environment, but seems important for language rule learning.
Five factors that affecting lls
This document discusses several factors that affect language learning strategies, including age, motivation, gender, family background, and learning styles. Younger or less advanced language learners tend to use social strategies more, while motivation is one of the most important factors impacting achievement. Some studies have found that males use strategies more than females, though findings are mixed. Children from larger families may have fewer learning resources. Learning styles also influence the types of strategies students choose, and effective learners use a variety tailored to their personality and goals.
5 factors that affect language learning strategies
The document discusses several factors that influence language learning: motivation, gender, experience studying a language, proficiency level, and learning style. It summarizes several studies that found motivation is a major factor in language learning. Gender may also influence strategy use, though results are conflicting. Learners with more experience studying a language tend to use cognitive and memory strategies more. Lower proficiency learners employ communication strategies more than higher proficiency learners. Learners with global or intuitive learning styles tend to use compensation and affective strategies more frequently than sequential learners.
Factors affecting lls
Motivated students use more language learning strategies than less motivated students and are more creative. Female students tend to use more language learning strategies than males and most likely use metacognitive strategies, though specific studies on gender differences are limited. Different ages use different strategies, with adult students being more advanced in strategy use than children, though some studies suggest children can achieve high language proficiency. Cultural background and education system influence strategy use, as some prefer talking more due to their community upbringing. Learners' proficiency level also impacts strategy use, with high proficiency using the greatest variety, intermediate focusing on metacognitive strategies, and low proficiency relying on communication strategies.
Factors affecting lls usage
There are several key factors that affect an individual's use of language learning strategies:
1. Language proficiency - More proficient learners use cognitive and metacognitive strategies more, while less proficient learners rely more on communication strategies.
2. Motivation - Highly motivated learners adopt more learning strategies than less motivated learners.
3. Learning styles - Introverts tend to prefer metacognitive strategies while extroverts prefer social strategies. Learning strategy use is also influenced by an individual's learning style preferences.
Factors that Affecting LLS
This document discusses factors that affect language learning strategies. It identifies five main factors: gender, age, motivation, aptitude of individuals, and learning style. For gender, research shows that women tend to use language learning strategies more frequently than men, employing cognitive, social, and metacognitive strategies. For age, young learners rely on repetition and social strategies, while older learners develop grammar identification strategies. Motivation also influences strategy use - those with integrative or achievement motivation use more strategies. Aptitude impacts what strategies are effective, based on an individual's abilities. Finally, learning style, whether visual, auditory, or kinesthetic, guides appropriate strategy selection.
Factors affecting learning language strategies
Motivation and attitudes are the primary sources contributing to individual language learning. Several studies found relationships between motivation, both integrative and instrumental, and learner's choice and use of language learning strategies. Additionally, differences in strategy use were found according to gender, with females generally using strategies more frequently than males, and according to cultural background, with Asian students preferring memory-based and metacognitive strategies more than other groups. Level of course and studying abroad can also influence language learners' choice and use of strategies.
5 factors that affect language learning strategies
This document discusses 5 factors that affect language learning strategies: gender, motivation, experience studying the language, learning style, and language proficiency. Several studies found that females use language learning strategies more frequently than males. Motivated learners are more active in their learning and use strategies more often. Experience studying a language does not necessarily correlate with greater strategy use. Learning styles influence the strategies learners choose, and more proficient language learners tend to use a wider variety of strategies.
5 Factors that Affect LLS
This document discusses 5 factors that affect language learning strategies: 1) Learners' level of language proficiency, with more proficient learners using a wider variety of strategies. 2) Motivation, with more motivated learners adopting and using strategies more frequently. 3) Learning style, with extroverts preferring social strategies and introverts using metacognitive strategies more. 4) Gender, with some studies finding females using more strategies overall than males. 5) Experiences studying the language, with factors like time spent abroad influencing strategy use.
5 Factors Affecting LLS
This document discusses 5 factors that affect language learning strategies: language proficiency level, motivation, learning styles, gender, and age. Higher proficiency learners tend to use more cognitive and metacognitive strategies, while lower proficiency learners rely more on communication and knowledge-based strategies. Motivation is found to be the single most important influence, with more motivated learners employing strategies more frequently. Learning styles also impact strategy use, such as extroverts preferring social strategies. Gender studies show females generally use strategies more than males. Age is a biological factor, with younger learners acquiring language faster than older ones due to a critical period of language development.
FACTORS THAT AFFECT LEARNING LANGUAGE STRATEGIES.
This document discusses several factors that affect language learning strategies:
1) Gender differences - females tend to use social and metacognitive strategies more while males prefer metacognitive and compensation strategies.
2) Motivation - highly motivated learners are more likely to use a variety of language learning strategies.
3) Experiences studying languages - experiences such as studying abroad can influence learning styles and actual language ability.
It provides several examples and studies to support how these factors impact an individual's use of language learning strategies.
5 factors affecting lls
This document summarizes 5 factors that affect language learning strategies: motivation, learning styles, experiences in studying, proficiency level, and gender. Motivation was found to be a major predictor of strategy use, with more motivated learners using strategies more frequently. Learning style also impacted strategy use, such as extroverts preferring social strategies and introverts using metacognitive strategies more. Learners' experiences studying abroad and length of time studying a language affected their strategy choices. Proficiency level correlated with different strategy use, with more advanced learners using metacognitive strategies more. Gender differences were also seen in strategy preferences.
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Age effects on second language acquisition
- The document discusses the critical period hypothesis in first and second language acquisition. It summarizes a study by Newport (1990) that found age effects on morphology attainment in deaf children acquiring American Sign Language as an L1, with those exposed after age 12 showing less complete acquisition.
- It also summarizes a study by Johnson and Newport (1989) that tested for age effects on L2 English grammar attainment in Korean and Chinese learners. The study found a significant negative correlation between age of arrival and test scores, with little difference between native speakers who arrived by age 7 and a decline in scores for those arriving between ages 8-15.
- The studies provide evidence that there are maturational constraints affecting
Age Differences in Second Language Acquisition
1. The document discusses age differences in second language acquisition, comparing the Critical Period Hypothesis and Sensitive Period Hypothesis.
2. An article on the age effect on acquiring second language prosody is reviewed, finding adults had weaker performance in speech rate, filtered speech rating, and prosodic groupings compared to children and native speakers.
3. Applications for teaching children focus on using pronunciation, vocabulary, stories, songs and games, while applications for teaching adults emphasize generating interest, giving sensible tasks, assisting short-term goals, and providing a supportive language environment.
Age and language acquisition
1. Younger learners may learn a second language better in naturalistic contexts due to factors like implicit learning abilities, while older learners tend to perform better in formal instruction due to explicit learning skills.
2. The critical period hypothesis proposes that there is an ideal window for acquiring language naturally, but age effects on second language acquisition involve complex interactions between learner characteristics and the environment.
3. While older learners can still achieve high proficiency, younger learners may be more likely to develop native-like abilities in areas like pronunciation. Teaching methods should consider the different strengths of younger and older learners.
Age and acquisition
This document discusses factors that influence age and acquisition of language. It presents the critical period hypothesis, which suggests a biological timeframe for acquiring a first language most easily, typically before puberty. While second languages can still be learned later, acquisition beyond puberty involves greater participation of the right hemisphere of the brain. Adults also face challenges like foreign accent and interference between the first and second languages, though their cognitive abilities allow for some rote learning. The development of one's language ego during puberty can make learning a new language more difficult.
Second language acquisition
The document summarizes chapter 1 of Rod Ellis' 2003 book "Second Language Acquisition". It introduces SLA as the study of how people learn languages other than their mother tongue. The goals of SLA are to describe how L2 acquisition proceeds and explain this process by identifying external factors like social environment and input, as well as internal factors that account for individual differences. Methodological issues in description include how to determine what linguistic features learners have "acquired". Explanations of L2 acquisition must account for both item learning of individual linguistic facts as well as system learning of the underlying rules.
Age and acquisition
This document summarizes key points from a chapter on age and second language acquisition. It discusses several myths about language learning, including that children repeat things to learn, language learning is imitation, and sounds must be learned before words. It then compares first and second language acquisition in children and adults. Several factors are examined, including neurobiological considerations like hemispheric lateralization and biological timetables. Cognitive, affective, and linguistic considerations are also reviewed. Finally, issues in first language acquisition are revisited and some language teaching methods inspired by age and acquisition are outlined.
Social class and language
The document discusses the concept of social class and how class is related to language and dialect. It examines studies that have found correlations between social class and features of speech like pronunciation. Specifically, it outlines Labov's study in New York City department stores that found salespeople in higher-end stores pronounced postvocalic R sounds more than those in middle and lower-class stores, supporting the link between social class and linguistic variables.
Influence of Sex and Age on Language use
It is Sociolinguistic's presentation from Faculty of Humanities at Dian Nuswantoro University.
Differences between Sex and Gender, Women's Language, Sexist Language, Indexing
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The Age Factor in Second Language Acquisition
This document discusses factors that influence language learning, with a focus on age as a factor in second language acquisition. It outlines the critical period hypothesis which suggests there is an optimal time period for acquiring language. While research has found both supporting and contradictory evidence, most agree learners who begin acquiring a second language before puberty can develop near-native competence, while those starting post-puberty are less likely to reach that level. The document also discusses theories around brain plasticity, benefits of early learning, and debates around whether there are ceilings on second language attainment.
Age and Second Language Acquisition
- The document discusses theories around the critical period hypothesis (CPH) which claims that second languages are more easily acquired during childhood before puberty.
- Research on different aspects of second language acquisition like morphology, representation of words, and phonology are reviewed.
- The findings show that while adults are initially faster at syntax and morphology, children ultimately achieve higher proficiency. Representation of words is shared between languages for early bilinguals. Phonology and accent are more strongly linked to age of acquisition. Grammar may be accessible through universal principles at all ages.
The roles of teachers and learners
The document outlines the various roles of teachers and learners. It describes 8 key roles for teachers: controller, organizer, participant, assessor, prompter, observer, tutor, and resource. Some of the main responsibilities for each role are mentioned, such as the teacher being in charge as controller or helping students as a resource. For learners, the roles include actively engaging in learning, being assessed through various classroom activities, and demonstrating their knowledge through self-assessment.
Meaning of prncples
The document discusses the meaning and importance of principles of teaching. It begins by defining principles of teaching as the psychological laws of learning, educational concepts, and rules that guide educational procedures and make teaching and learning effective. Principles are derived from expert opinions, comparisons of teachers, and experimental studies. They serve as a basis for intelligent practice and guide instruction to students' capabilities. There are starting, guiding, and ending principles. Techniques are also important but principles are more fundamental in guiding techniques. Principles refer to general laws and conditions affecting the teaching-learning process.
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Factors affecting language learning strategies usage
This document discusses several factors that affect language learning strategy usage:
1) Age - Younger learners rely more on cognitive and social strategies while older learners use more metacognitive strategies.
2) Gender - Some studies found females use social interaction and formal practice strategies more than males. Other studies found no significant differences or that males use strategies like English courses more.
3) Cultural background - Learners from different cultures prefer certain types of strategies, like Asian learners favoring rote learning over social interaction strategies.
4) Motivation - A learner's motivation and goals influence their choice of strategies, like students focusing on grades using more rule-based strategies.
Factors affecting language learning strategies usage
This document discusses several factors that affect language learning strategy usage:
1) Age - Younger learners rely more on cognitive and social strategies while older learners use more metacognitive strategies.
2) Gender - Some studies found females use social interaction and formal practice strategies more than males. Other studies found no significant differences or that males use strategies to improve skills more.
3) Cultural background - Learners from different cultures prefer certain types of strategies, such as Asian learners favoring rote learning over social interaction strategies.
4) Motivation - A learner's motivation and goals influence their choice of strategies, such as students focusing on grades using different strategies than those aiming for communication.
5 Factors Affecting LLS Usage
This document summarizes research on five factors that affect language learning strategies: motivation, gender, experiences in studying a language, family background, and age. Several studies found that motivation, both instrumental and integrative, positively impacts language learning. Gender differences were also found to influence strategy use, with females using certain strategies more frequently than males. Experience studying a language, such as time spent abroad or in an English-speaking country, was shown to affect strategy choices. Family background factors like socioeconomic status and parental education also impact language learning. Finally, age and level of experience impacted strategy use, with older and more experienced language learners employing certain strategies more than younger learners.
Factors affecting second language strategy use
The document summarizes research on factors that influence language learning strategies. It discusses gender differences in strategy use, with some studies finding that females tend to use more strategies overall and prefer social and metacognitive strategies while males favor metacognitive and compensation strategies. Motivation is also addressed, including the concepts of instrumental and integrative motivation. Experience studying a language may impact strategy use, as demonstrated in a study showing more experienced students used cognitive and memory strategies more. Proficiency level relates to strategy use, with some research indicating higher proficiency learners use a greater variety of strategies. Cultural background can also influence preferences, such as Asian students tending to favor memorization and rule-based strategies in some studies.
5 Factors Affecting Language Learning Strategies
This presentation is for my Learner Strategies instructor, Prof Amin Embi, National University of Malaysia.
Factors affecting language learning strategy
This document discusses five key factors that affect language learning strategies: gender, motivation, cultural background, proficiency levels, and years of language learning. It summarizes several studies that found females tend to use language learning strategies more frequently than males. Motivation level also influences strategy use, with more motivated learners adopting more strategies. Cultural background impacts strategy preferences, and higher proficiency learners tend to use cognitive and metacognitive strategies more. The number of years learning a language can impact an individual's strategy use as well.
Factors affect language learning strategies
This document discusses 5 factors that affect language learning strategies: 1) The strategies used, as research shows successful language learners employ a wider variety of strategies. 2) Gender, with some studies finding females use more strategies overall and prefer social/metacognitive strategies, while males favor metacognitive/compensation strategies. 3) Motivation, which researchers like Gardner and Dörnyei believe is key to strategy use and language learning success. 4) Experience studying the language, as more time spent learning corresponds with greater strategy use, especially cognitive/memory strategies. 5) Proficiency level, where high proficiency relates to increased direct/indirect strategy use and cognitive/metacognitive strategies, while low proficiency learners rely
Factors Affecting Language Learning Strategies
There are a host of factors which appear to influence the use of language learning strategies by language learners. These factors may be sociocultural, situational or related to the personality of the language learner. Some factors are said to affect the type of learning strategy used by the language learner, whilst other factors are said to affect frequency of use of particular learning strategies. In this presentation. I will describe only five factors affecting language learning strategies.
Factors Affecting Language Learning Strategies
This slideshow discusses factors affecting language learning strategies as discussed by past researchers and different scholars.
Factors Affecting Language Learning Strategy Use
This document discusses 5 factors that affect language learning strategy usage: gender, motivation, experiences studying the language, field of study, and language proficiency. Gender differences lead to varied strategy preferences between males and females. Motivation prompts more strategy use, and is divided into instrumental and integrative orientations. Experience studying the target language abroad leads to greater proficiency and strategy variety. Field of study relates slightly to strategy choice. Higher language proficiency levels correlate with increased strategy usage frequency.
Factors that affect language
This document discusses five factors that can affect language learning strategies: gender, motivation, experiences, cultural background, and learning styles. For gender, some studies found that females used certain strategies more while others found males used strategies more. Motivation level and type (intrinsic or extrinsic) impacted strategy use. Learners from different cultural backgrounds often preferred certain strategies associated with their culture. Experiences like studying abroad influenced learning style. Learning style preferences like extraversion also correlated with strategy preferences like social or metacognitive strategies.
5 Factors Affecting Language Learning Strategies
This document discusses 5 factors that affect language learning strategies: motivation, proficiency level, sex, learning style, and degree of awareness. Highly motivated students and those with higher proficiency levels tend to use a wider range of strategies more frequently. Females sometimes use more strategies than males, depending on cultural context. Learning style and degree of metacognitive awareness also influence strategy use. Effective language learners have more awareness of how and when to apply different strategies.
Factors Affecting LLS
The document discusses several factors that can affect language learning strategies:
- Gender - Studies have found that females tend to use more language learning strategies than males, especially in areas like general strategies, authentic language use, and self-management.
- Age - Older language learners over 30 tend to use metacognitive self-management strategies more than younger learners.
- Motivation - Learners who are highly motivated tend to use a wider variety of language learning strategies, while those focusing only on grades use more rule-based strategies.
- Cultural background - Learners from different cultures tend to prefer certain types of strategies that are compatible with their learning styles and past experiences.
- Socioeconomic status
Factors that Affects Language Learning Strategies
The content of the presentation will give you information on the factors that affect the choice of language learning strategies among learners. The literature reviews are from various studies by prominent researchers.
Factors affecting lls
This document discusses 5 factors that affect language learning strategies:
1. Beliefs - Learners' beliefs about language learning and the language itself influence their choice of learning strategies.
2. Age - Younger learners tend to use different strategies than older learners. Experience and years of study also impact strategy use.
3. Gender - Some studies found females use more strategies overall, while others found males used certain strategies more, such as practicing with native speakers.
4. Motivation - The goals and purposes for language learning can influence strategy selection.
5. Proficiency level - Beginners tend to use more strategies than intermediate learners, and strategy use shifts as proficiency increases
Task 7: Factors Affecting LLS
This document discusses 5 factors that influence language learning strategies: motivation, socioeconomic status, ethnicity and culture, religion, and age. Motivation includes integrative and instrumental motivation. Socioeconomic status is influenced by parents' education level and family income. Ethnicity and culture can lead to differences in learning styles. Religion connects language and culture as many religions have sacred languages. Age affects strategy use, with more mature students employing more complex strategies.
Factors affecting lls
This document discusses factors that affect language learning strategy use. It identifies several key factors based on previous research, including gender, proficiency level, motivation, experiences learning language, and learning styles. Gender may influence strategy use, though some studies have found no significant difference. Higher proficiency is associated with greater use of both direct and indirect strategies. Motivation, particularly instrumental and integrative motivation, impacts strategy choice. More experience learning a language, such as time spent studying abroad, can also influence strategy use. Individual learning style preferences may play a role in determining strategy selection.
Factors affecting LLS
The document discusses many factors that can affect language learning strategy use, including motivation, gender, cultural background, attitudes, learning style, career goals, language proficiency level, and age. Motivation is found to have a particularly strong influence, with integrative and instrumental motivation positively correlating with language achievement. Gender differences in strategy use are also explored, though findings are inconclusive. Learning style and proficiency level are also discussed as impacting strategy selection and use.
Factors affecting v2003
There are five key factors that affect language learning strategy use: age, cultural background, gender, career choice, and motivation. Younger learners tend to use more cognitive and social strategies while older learners use more metacognitive strategies. Cultural background also influences strategy use, such as Asian students relying more on memorization. Gender differences have been found as well, with some studies finding females using more strategies overall. Career choice and level of motivation also impact what strategies learners employ.
Factors affecting LLS
There are five key factors that affect language learning strategy use: age, cultural background, gender, career choice, and motivation. Younger learners tend to use more cognitive and social strategies while older learners use more metacognitive strategies. Cultural background also influences strategy use, such as Asian students relying more on memorization. Gender differences have been found as well, with some studies finding females using more strategies overall. Career choice and level of motivation also impact what strategies learners employ.
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Factors affecting language learning strategies usage
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Factor affect language learning strategy (lls) Najihah Bt Mohd Ismail Eh
- 1. Factor Affect Language Learning Strategy (LLS) Najihah Binti Mohd Ismail Eh A143850
- 2. Age !! Factor Affect LLS !! Gender Level of Proficiency Motivation Experience in studying a Language
- 3. Gender • Goh and Kwah (1997) , Gu (2002) , Hong-Nam & Leavell (2006) , Mochizuki (1996) , Wahrton (2000) ; A number of studies reported significantly more use of learning strategies than their male counterparts. These studies postulated that female students used Compensation and Affective Strategy than male ones. • Politzer (1938) Do a survey on 19 undergraduate foreign language learners, found a minor differences between female and male learners with females making a greater use of social interaction strategies.
- 4. Age • Wong-Fillmore (1979) A study of young children showed that cognitive and social strategies were very important. • White (1993) A study of LLS by using specific age groups a learner of French and Japanese in New Zealend and found that learner aged over thirty used metacognitive self-management strategies more than those who were younger.
- 5. Level Of Proficiency • O’Malley et al. (1985a) A study on ESL school beginners reported using more strategies than did the students from the intermediate level. • O’Malley and Chamot (1990) A study conducted on school learners of Spanish and Russian, found that beginners reported less use of strategies than did those from the intermediate level.
- 6. Motivation • Gardner (1985) Motivation and attitude are the primary sources contributing to individual language learning. • Dornyei (2001) Motivation can be a matter explaining why people decide to do something, how long they are willing to sustain the activity, and how hard they’re going to pursue it. • Oxford and Nyikos (1989) Learnes with high motivation to learn a language will likely use a variety of strategies.
- 7. Experience in Studying a Language • Opper, Teichler, and Carlson’s (1990) – a study on Experience in studying a language as one of factor affect LLS : confirmed by Purdie and Oliver (1999) ; comprehensive study investigating studying abroad program in Europe and United States. As a result, studying abroad give high influence in thought, learning style and the ability of learning language. • Purdie and Oliver (1999) - Reported that there LLS used by bilingual school-aged children coming from 3 main cultural group Asian, European and a speaker of Arabic. The result showed that who had been in Australia for a longer period of time ( 3 or less years and 4 or more) obtain significantly higher score for Cognitve and Memory Strategy.
- 8. Thank You ! By Najihah Bt Mohd Ismail Eh A143850 Faculty of Education / TESL National University of Malaysia