Factors affecting language learner strategies 2013
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This document discusses several factors that can influence how students learn a foreign language: age, gender, social background, family background, and motivation. Younger students tend to use metacognitive and memory strategies more, while females may use social interaction strategies more than males. Students from highly educated families use more language learning strategies than those from less educated families. Motivation, whether internal or external, also influences success, with more motivated students tending to do better.
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This document discusses 5 factors that can affect language learning strategies:
1) Gender - Research shows both women and men use language learning strategies, though some studies found women prefer social strategies and metacognitive strategies more.
2) Age - Younger learners tend to use simpler strategies while older learners' strategies are more advanced. Children can achieve native-like fluency more easily than older learners.
3) Socioeconomic status - Family background like parents' education level and income can influence students' learning. Parents with higher education can inspire and act as role models for their children.
4) Motivation - A learner's desire and satisfaction in learning a new language, influenced by their
5 FACTORS AFFECTING LLS
This document discusses factors that influence second language learning strategy use. It reports that motivated learners tend to learn a second language faster than unmotivated learners. Female learners were found to use cognitive, metacognitive, and social language learning strategies more than male learners. Younger learners rely heavily on cognitive and social strategies, while primary school children use metacognitive and social strategies most. An individual's background and learning style affect the strategies they employ. Emotional states and personality traits also impact second language learning.
Factors affecting second language strategy use
This document discusses five key factors that affect second language strategy use: level of proficiency, motivation, gender, age, and learning style. It finds that intermediate learners use more metacognitive strategies than beginners, while low-proficiency students employ more communication strategies. Motivated learners adopt and use strategies more frequently. Females generally use strategies more than males. Metacognitive and social strategies are most common for primary school children, while older learners favor metacognitive self-management strategies. Extroverts prefer social strategies, while introverts favor metacognitive strategies. Learners who prefer group study use social and interactive strategies.
Apik's (1)
This document discusses factors that affect language learning strategy usage. It identifies five main factors: age, motivation, gender, experience, and learning style. Regarding age, it notes that adults tend to use more strategies than children or high school students. Motivation is important for language learning, as higher motivation leads to more study. Gender differences in strategy usage are debated, though some studies found females use more strategies. Experience is also important, as experienced learners tend to rely on strategies they are comfortable with. Finally, an individual's learning style, such as a preference for group work vs individual study, influences which strategies they find most effective.
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.
Development of emergent literacy and early reading skills in preschool
This document summarizes a study that examined the development of emergent literacy skills in preschool children and their relationship to early reading skills. The study used structural equation modeling to analyze data from two samples of preschool children who were followed longitudinally. It found significant continuity over time in letter knowledge and phonological sensitivity from late preschool to early grade school. Letter knowledge and phonological sensitivity were also the only unique predictors of decoding ability.
Presentation1
This document discusses how and when gender roles are developed in children. Gender roles begin to form very early, between 9 months and 3 years old, as children learn from those around them and start to understand differences between genders. By age 4 or 5, children have stable and consistent gender identities. Gender roles are influenced by many factors like media, parents, peers, and teachers. As children get older, their views on gender roles may become more flexible.
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.
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This document discusses 5 factors that can affect language learning strategies:
1) Gender - Research shows both women and men use language learning strategies, though some studies found women prefer social strategies and metacognitive strategies more.
2) Age - Younger learners tend to use simpler strategies while older learners' strategies are more advanced. Children can achieve native-like fluency more easily than older learners.
3) Socioeconomic status - Family background like parents' education level and income can influence students' learning. Parents with higher education can inspire and act as role models for their children.
4) Motivation - A learner's desire and satisfaction in learning a new language, influenced by their
5 FACTORS AFFECTING LLS
This document discusses factors that influence second language learning strategy use. It reports that motivated learners tend to learn a second language faster than unmotivated learners. Female learners were found to use cognitive, metacognitive, and social language learning strategies more than male learners. Younger learners rely heavily on cognitive and social strategies, while primary school children use metacognitive and social strategies most. An individual's background and learning style affect the strategies they employ. Emotional states and personality traits also impact second language learning.
Factors affecting second language strategy use
This document discusses five key factors that affect second language strategy use: level of proficiency, motivation, gender, age, and learning style. It finds that intermediate learners use more metacognitive strategies than beginners, while low-proficiency students employ more communication strategies. Motivated learners adopt and use strategies more frequently. Females generally use strategies more than males. Metacognitive and social strategies are most common for primary school children, while older learners favor metacognitive self-management strategies. Extroverts prefer social strategies, while introverts favor metacognitive strategies. Learners who prefer group study use social and interactive strategies.
Apik's (1)
This document discusses factors that affect language learning strategy usage. It identifies five main factors: age, motivation, gender, experience, and learning style. Regarding age, it notes that adults tend to use more strategies than children or high school students. Motivation is important for language learning, as higher motivation leads to more study. Gender differences in strategy usage are debated, though some studies found females use more strategies. Experience is also important, as experienced learners tend to rely on strategies they are comfortable with. Finally, an individual's learning style, such as a preference for group work vs individual study, influences which strategies they find most effective.
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.
Development of emergent literacy and early reading skills in preschool
This document summarizes a study that examined the development of emergent literacy skills in preschool children and their relationship to early reading skills. The study used structural equation modeling to analyze data from two samples of preschool children who were followed longitudinally. It found significant continuity over time in letter knowledge and phonological sensitivity from late preschool to early grade school. Letter knowledge and phonological sensitivity were also the only unique predictors of decoding ability.
Presentation1
This document discusses how and when gender roles are developed in children. Gender roles begin to form very early, between 9 months and 3 years old, as children learn from those around them and start to understand differences between genders. By age 4 or 5, children have stable and consistent gender identities. Gender roles are influenced by many factors like media, parents, peers, and teachers. As children get older, their views on gender roles may become more flexible.
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.
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El documento describe un estudio sobre los daños causados a los automóviles por las zanjas y baches en las calles de la ciudad de Tapachula, Chiapas. El estudio incluyó una investigación documental, encuestas a residentes y un análisis de datos. Los resultados mostraron que la mayoría de las calles en la ciudad tienen baches debido al deterioro por las lluvias y falta de mantenimiento. Los residentes creen que el gobierno municipal ignora este problema y que parte del presupuesto se destina a los funcionarios en lugar de reparar las calles
Hecho En Canarias
El documento resume varios problemas sociales y políticos de Canarias, incluyendo altas tasas de pobreza y desempleo, bajos salarios, grandes gastos en infraestructura sin mejorar servicios públicos como sanidad y educación, censura a la disidencia, y corrupción. Critica duramente la gestión de la región por parte de la Coalición Canaria y otros partidos políticos.
Learning strategy cognitive - Mr.Aphithak
Frogs and toads are amphibians in the order Anura. While they are commonly distinguished, the differences are mainly superficial. Both have moist skin, lay eggs in water which hatch into tadpoles, and go through metamorphosis from aquatic young to terrestrial adults. They live in a variety of habitats but most prefer moist areas, and can absorb oxygen through their skin while underwater.
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The document discusses approaches to fostering learner autonomy in language learning. It defines learner autonomy as students taking responsibility for their own learning rather than relying on teachers. Characteristics of autonomous learners include taking an active approach and willingness to revise hypotheses. The document outlines various versions and attributes of autonomy and recommends that teachers act as facilitators by encouraging student decision-making, awareness of learning styles, and development of learning strategies. It provides examples of how to support autonomy through self-access resources, technology, classroom activities, curriculum, and teacher professional development.
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This document discusses characteristics of good language learners and how teachers can support learners at different levels. It notes that good learners are motivated, participate actively, and take responsibility for their own learning. Teachers must consider learners' backgrounds and individual differences. While beginners benefit from simple language and activities, advanced learners need challenging tasks and subtle language use. The key is providing engagement and clear goals appropriate for each learner's level of proficiency.
1. THE 3 LEARNER PERSONALITY TYPES
There are three main learner types - auditory, visual, and kinesthetic - who learn best through listening, watching, and hands-on experience, respectively. Auditory learners comprise about 8% of students, visual learners about 40%, and kinesthetic learners about 52%. The document recommends teachers understand these different learner types so they can employ varied teaching approaches to engage more students and improve learning outcomes. Effective teaching incorporates listening, seeing, and hands-on activities to accommodate the full range of learner personalities.
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 affecting language learning strategies by Nur Alia Syahida
This document discusses several factors that can influence language learning motivation and achievement, including motivation, socioeconomic status, learning period, ethnicity and culture, and age. It reports on various studies that have found motivation and socioeconomic status to be important influences, with motivated students and those from higher income families tending to perform better. Longer learning periods are also found to correlate with stronger language skills. Ethnicity and culture can impact learning strategies, and age is a factor as well, with younger learners generally absorbing a new language more easily than adults.
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 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.
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.
TASK 7: LANGUAGE LEARNING STRATEGIES
This document discusses 5 key factors that affect language learning strategies:
1) Gender - Studies show females tend to use more language learning strategies, especially metacognitive strategies, compared to males.
2) Cultural background - Learners from different cultures tend to use certain strategy types at different frequencies. Asian students scored lower than Hispanic students on social interaction behaviors.
3) Age - Younger children rely more on cognitive and social strategies, while older children develop receptive, interaction, and error identification strategies.
4) Socioeconomic status - Higher SES is linked to better academic achievement due to role models, resources for children, and family income.
5) Motivation - Higher motivation leads learners to employ
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.
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.
5 Factors Affecting LLS
This document discusses 5 factors that affect language learning strategies: motivation, socioeconomic status, ethnicity and culture, gender, and age. Motivation refers to a student's desire and effort to learn a second language. Socioeconomic status influences language learning through parents' education level and family income. Different cultures can lead to different learning styles and strengths. Research shows females tend to use metacognitive strategies more while males use more overall strategies. Age is also debated as a factor, as adults have advantages in vocabulary and strategies but children may achieve native-like competency.
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El documento describe un estudio sobre los daños causados a los automóviles por las zanjas y baches en las calles de la ciudad de Tapachula, Chiapas. El estudio incluyó una investigación documental, encuestas a residentes y un análisis de datos. Los resultados mostraron que la mayoría de las calles en la ciudad tienen baches debido al deterioro por las lluvias y falta de mantenimiento. Los residentes creen que el gobierno municipal ignora este problema y que parte del presupuesto se destina a los funcionarios en lugar de reparar las calles
Hecho En Canarias
El documento resume varios problemas sociales y políticos de Canarias, incluyendo altas tasas de pobreza y desempleo, bajos salarios, grandes gastos en infraestructura sin mejorar servicios públicos como sanidad y educación, censura a la disidencia, y corrupción. Critica duramente la gestión de la región por parte de la Coalición Canaria y otros partidos políticos.
Learning strategy cognitive - Mr.Aphithak
Frogs and toads are amphibians in the order Anura. While they are commonly distinguished, the differences are mainly superficial. Both have moist skin, lay eggs in water which hatch into tadpoles, and go through metamorphosis from aquatic young to terrestrial adults. They live in a variety of habitats but most prefer moist areas, and can absorb oxygen through their skin while underwater.
Top Four Characteristics of Millennial Technology from BroadSoft
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This document discusses learner diversity and how one size does not fit all students. It notes that factors like disability, cultural background, motivation, family support, learning preferences, learning styles, interests, and more can affect how students learn. The document advocates considering these factors and utilizing universal design for learning to ensure curricula are accessible to all students.
"Why CSI Pays Off" - Sir Douglas Bader Intermediate Case Study
The document discusses the implementation of the Comprehension Strategies Instruction (CSI) literacy program at Sir Douglas Bader Intermediate school. Pre- and post-testing showed that students experienced remarkable gains in literacy achievement after 14 weeks using CSI, with 60% improving one or more curriculum levels. Both Year 7 and 8 students progressed into higher National Standards categories. Teachers found that CSI lessons were easy to follow and engaging for students, helping to accelerate the school's progress toward its literacy goals.
Approaches To Learner Autonomy In Language Learning
The document discusses approaches to fostering learner autonomy in language learning. It defines learner autonomy as students taking responsibility for their own learning rather than relying on teachers. Characteristics of autonomous learners include taking an active approach and willingness to revise hypotheses. The document outlines various versions and attributes of autonomy and recommends that teachers act as facilitators by encouraging student decision-making, awareness of learning styles, and development of learning strategies. It provides examples of how to support autonomy through self-access resources, technology, classroom activities, curriculum, and teacher professional development.
How to be a good learner
This document discusses characteristics of good language learners and how teachers can support learners at different levels. It notes that good learners are motivated, participate actively, and take responsibility for their own learning. Teachers must consider learners' backgrounds and individual differences. While beginners benefit from simple language and activities, advanced learners need challenging tasks and subtle language use. The key is providing engagement and clear goals appropriate for each learner's level of proficiency.
1. THE 3 LEARNER PERSONALITY TYPES
There are three main learner types - auditory, visual, and kinesthetic - who learn best through listening, watching, and hands-on experience, respectively. Auditory learners comprise about 8% of students, visual learners about 40%, and kinesthetic learners about 52%. The document recommends teachers understand these different learner types so they can employ varied teaching approaches to engage more students and improve learning outcomes. Effective teaching incorporates listening, seeing, and hands-on activities to accommodate the full range of learner personalities.
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Similar to Factors affecting language learner strategies 2013
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 affecting language learning strategies by Nur Alia Syahida
This document discusses several factors that can influence language learning motivation and achievement, including motivation, socioeconomic status, learning period, ethnicity and culture, and age. It reports on various studies that have found motivation and socioeconomic status to be important influences, with motivated students and those from higher income families tending to perform better. Longer learning periods are also found to correlate with stronger language skills. Ethnicity and culture can impact learning strategies, and age is a factor as well, with younger learners generally absorbing a new language more easily than adults.
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 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.
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.
TASK 7: LANGUAGE LEARNING STRATEGIES
This document discusses 5 key factors that affect language learning strategies:
1) Gender - Studies show females tend to use more language learning strategies, especially metacognitive strategies, compared to males.
2) Cultural background - Learners from different cultures tend to use certain strategy types at different frequencies. Asian students scored lower than Hispanic students on social interaction behaviors.
3) Age - Younger children rely more on cognitive and social strategies, while older children develop receptive, interaction, and error identification strategies.
4) Socioeconomic status - Higher SES is linked to better academic achievement due to role models, resources for children, and family income.
5) Motivation - Higher motivation leads learners to employ
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.
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.
5 Factors Affecting LLS
This document discusses 5 factors that affect language learning strategies: motivation, socioeconomic status, ethnicity and culture, gender, and age. Motivation refers to a student's desire and effort to learn a second language. Socioeconomic status influences language learning through parents' education level and family income. Different cultures can lead to different learning styles and strengths. Research shows females tend to use metacognitive strategies more while males use more overall strategies. Age is also debated as a factor, as adults have advantages in vocabulary and strategies but children may achieve native-like competency.
5 factors affecting language learning strategies
This document discusses factors that influence language learning strategies. It analyzes motivation, gender, experiences studying abroad, aptitude, and psychological/personality traits. The document reviews several studies that found females tend to use more memory and metacognitive strategies than males. Studying abroad was found to influence students' thinking and learning. Aptitude and personality were also deemed important factors as successful language learners have different strengths. The document concludes that determination, stable emotion, and strong mind control are needed to learn a new language.
Factor affect language learning strategy (lls) Najihah Bt Mohd Ismail Eh
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.
Factors affecting usage of language learning strategies
This is a slidehare I prepared on Factors affecting usage of LLS to complete GGGV1244 Learners Strategies' task.
An exploration of undergraduate students’ motivation and
The study examined the motivation and attitudes of 400 Iranian undergraduate students toward learning English. It found that students had favorable attitudes toward English and rated their reading skills higher than listening, and writing higher than speaking. Most students agreed that knowing English would help with career opportunities and understanding English speakers. Strong correlations were found between integrative orientation and other motivational variables like instrumental orientation and motivation intensity. 38% of variance in integrative orientation was explained by instrumental orientation. Overall, the results suggest that Iranian students are mainly instrumentally motivated to learn English for its practical benefits rather than integrative motivation.
An exploration of undergraduate students’ motivation and
The study examined the motivation and attitudes of 400 Iranian undergraduate students toward learning English. It found that students had favorable attitudes toward English and rated their reading skills higher than listening, and writing higher than speaking. Most students agreed that knowing English would help them get a good job, and understood English speaking people better. Strong correlations were found between integrative orientation and other motivational variables like instrumental orientation and motivation intensity. While students were mainly instrumentally motivated to learn English for its utilitarian benefits, integrative orientation was also a significant factor and correlated with better performance on English exams.
An exploration of undergraduate students’ motivation and
The study examined the motivation and attitudes of 400 Iranian undergraduate students toward learning English. It found that students had generally favorable attitudes toward English. Their reading skills were rated higher than listening skills, and writing skills higher than speaking skills. Most students agreed that knowing English would help them get a good job and understand English speakers. Strong correlations were found between integrative orientation and other motivational variables like instrumental orientation and motivation intensity. Instrumental orientation, focusing on practical benefits of English, appeared to be the main motivation for most students rather than integrative orientation of engaging with English cultures.
5 factors affecting language learning strategies
This document discusses several studies on factors that influence foreign language learning, including age, gender, motivation, academic background, and learning styles. It summarizes the following key points:
- A 1986 study found that successful learning behaviors depend on the task and years of study influence strategy use. Certain strategies are used more at different levels of study.
- Two studies from 1983 and 1989 found minor to modest differences in strategy use between male and female language learners, with females using more formal practice, general study, and conversational input elicitation strategies.
- Motivation and attitudes are primary factors contributing to individual language learning according to a 1985 study. Motivation consists of goals, effort, wants, and attitudes toward learning
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.
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.
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
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.
Similar to Factors affecting language learner strategies 2013 (20)
Five factors affecting language learning strategies by Nur Alia Syahida
Five factors affecting language learning strategies by Nur Alia Syahida
Factor affect language learning strategy (lls) Najihah Bt Mohd Ismail Eh
Factor affect language learning strategy (lls) Najihah Bt Mohd Ismail Eh
Factors affecting usage of language learning strategies
Factors affecting usage of language learning strategies
An exploration of undergraduate students’ motivation and
An exploration of undergraduate students’ motivation and
An exploration of undergraduate students’ motivation and
An exploration of undergraduate students’ motivation and
An exploration of undergraduate students’ motivation and
An exploration of undergraduate students’ motivation and
5 factors that affect language learning strategies
5 factors that affect language learning strategies
Five factors affecting language learning strategies
Five factors affecting language learning strategies
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Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...National Information Standards Organization (NISO)
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.Digital Artifact 1 - 10VCD Environments Unit
Digital Artifact 1 - 10VCD Environments Unit - NGV Pavilion Concept Design
Hindi varnamala | hindi alphabet PPT.pdf
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
ANATOMY AND BIOMECHANICS OF HIP JOINT.pdf
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Aberdeen
How to Manage Your Lost Opportunities in Odoo 17 CRM
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
How to Add Chatter in the odoo 17 ERP Module
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptx
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Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
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Factors affecting language learner strategies 2013
- 1. BY Ammar Afandi bin Che Aziz A143839
- 3. Different people with different age tend to study according to their age. Younger people study using metacognitive and memories strategies
- 4. (Politzer, 1983) Ninety undergraduate foreign language learners found a “relatively minor” different between male and female learners with female making a greater use of social interaction strategies
- 5. (Faizahani, 2002) Students with parents that highly educated used more language learning strategies compare to students with low educated parents
- 6. (Politzer and McGroarty, 1985) Study revealed that Asian students scored lower than the Hispanic learners on the scale of good language behaviors. The researchers concluded that such behaviors represent social interactions in which Asian learners are less likely to engage in than Hispanic
- 7. It is highly agreed that when someone really motivated in doing something, they will do it with all their might Motivation can come from ourselves and other people, henceforth, students who have higher motivation will succeed better than students which have lower motivation