Factors affecting lls
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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.
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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.
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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.
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.
Factors Affecting Language Learning Strategies
The presentation slides takes on 5 factors that may affect a language learner's usage 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.
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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.
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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.
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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.
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The presentation slides takes on 5 factors that may affect a language learner's usage of language learning strategies.
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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.
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Five factors that affect language learning strategies are discussed: motivation, gender, language proficiency level, learning style, and family background. Motivation is identified as the most important factor by several sources, with more motivated learners using strategies more frequently. Gender differences are also discussed, with females generally using strategies more than males. Language proficiency level influences strategy use, with more advanced learners employing cognitive and metacognitive strategies. Learning style preferences determine what strategies learners adopt, such as social strategies for group-oriented learners. Family background characteristics like socioeconomic status and parental education levels can impact students' language achievement.
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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 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.
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3. Social-psychological factors - Motivation, attitudes, teachers' expectations, parents' and peers' attitudes can all positively or negatively influence language learning. Females tend to use social and metacognitive strategies more frequently, while males prefer metacognitive
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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.
Factors that affect lls
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FACTORS THAT AFFECT LANGUAGE LEARNING STRATEGIES.
There are several factors that affect language learning strategies:
1. Gender differences - females tend to use strategies more frequently than males, preferring social and metacognitive strategies, while males prefer metacognitive and compensation strategies.
2. Motivation - highly motivated learners are more likely to use a variety of strategies according to several studies. Motivation also influences how long learners sustain activity and how hard they pursue learning.
3. Experiences studying languages - experiences like studying abroad influence students' learning styles and actual language ability according to some research.
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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.
Educ117
Bruner's three-tiered model of learning and Dale's cone of experience both arrange learning experiences by degree of abstraction. They focus on how a child engages with learning as it grows. The main differences are that Bruner's model only has 3 stages while Dale's cone has 11 experiences, and Bruner deals with the importance of language in development while Dale involves step-by-step processes.
Similarly, Thomas PPPF and Gagne's nine instructional materials both give strategies to gain knowledge and concentrate on student learning. However, Thomas discusses proper use of materials while Gagne identifies nine specific instructional materials, and Thomas focuses on teaching strategies while Gagne also addresses the results of using strategies.
Factors affecting language learner strategies 2013
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This document discusses factors that affect second language strategy use, including gender, learning period, motivation, socioeconomic status, and age. Some key points are:
1) Females tend to use language learning strategies (LLS) more than males, especially metacognitive strategies. They also use classroom, out-of-class, and exam strategies more.
2) Those who have been learning a language longer use more LLS than beginners. Beginners rely more on cognitive strategies while more advanced learners use conclusion-making strategies.
3) Motivation, including intensity, desire to learn, and attitude, impacts strategy use. Integrative and instrumental motivations also influence strategy selection.
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5 factors affecting lls use
Five factors that affect language learning strategy use are:
1) Motivation - More motivated students use more strategies and choose strategies related to their motivational orientation like career goals.
2) Gender - Females generally use more strategies than males and engage more in social interactions outside class.
3) Age - Younger learners use simpler strategies while older students use more advanced strategies.
4) Socioeconomic status - Higher family income and parents' academic background provide resources and role models that facilitate learning.
5) Attitude and beliefs - Positive attitudes and beliefs boost confidence and openness to strategies, while negative ones limit strategy use and orchestration.
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This document discusses 5 factors that can affect language learning strategies: motivation, gender, parents' academic background, ethnic and cultural background, and family income. Motivation can be integrative, aiming to integrate into the language community, or instrumental, aiming to achieve practical goals. Research shows that women tend to use language learning strategies more often than men and use different types of strategies. A student's parents' education level can impact their approach to learning, as more educated parents may better prepare their children intellectually. Cultural background also influences learning strategies, as what is considered appropriate communication can vary between cultures. Family income has been found to correlate with differences in the strategies used by students.
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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.
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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.
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.
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Factors affecting LLS
This document discusses factors that affect language learning strategies, including gender, motivation, age, learning style, and cultural background. It finds that females tend to use more language learning strategies and provide more comprehensible input than males. Motivation plays a huge role, and having integrativeness and positive attitudes leads to being a highly motivated and efficient strategy user. Younger learners tend to use cognitive and social strategies more while older learners use metacognitive strategies more. Learning style also influences strategy use, with extroverts favoring social strategies and introverts favoring metacognitive strategies. Different cultural backgrounds are associated with preferences for certain types of strategies.
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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
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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.
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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.
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There are several key factors that affect language learning strategies:
1. Personality - Introverts are less likely to experiment with new language, while extroverts are risk-takers who actively use the language in various situations.
2. Age - Children are more capable of gaining a native-like accent and tend to master pronunciation and grammar better than adults due to their young minds. Adults have an advantage in learning grammar more quickly initially.
3. Social-psychological factors - Motivation, attitudes, teachers' expectations, parents' and peers' attitudes can all positively or negatively influence language learning. Females tend to use social and metacognitive strategies more frequently, while males prefer metacognitive
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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 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.
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This document discusses several factors that affect language learning strategies: gender differences, motivation, experiences studying languages, cultural background, and ability of a person. It notes that females tend to use social and metacognitive strategies more than males. Motivation and attitudes strongly influence strategy use, with highly motivated learners using more strategies. Experience studying abroad can influence learning style. Cultural background also impacts strategy preference and frequency of use. A person's ability and attitude toward language learning will affect their progress and choice of effective strategies.
FACTORS THAT AFFECT LANGUAGE LEARNING STRATEGIES.
There are several factors that affect language learning strategies:
1. Gender differences - females tend to use strategies more frequently than males, preferring social and metacognitive strategies, while males prefer metacognitive and compensation strategies.
2. Motivation - highly motivated learners are more likely to use a variety of strategies according to several studies. Motivation also influences how long learners sustain activity and how hard they pursue learning.
3. Experiences studying languages - experiences like studying abroad influence students' learning styles and actual language ability according to some research.
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The document discusses various topics related to language learning, including learning styles, characteristics of different age groups, aptitude, learner styles, characteristics of good learners, multiple intelligences, and learning modalities. It notes that students have different learning styles and intelligences, and that lessons should incorporate visual, auditory, and kinesthetic activities to engage different types of learners.
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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.
Educ117
Bruner's three-tiered model of learning and Dale's cone of experience both arrange learning experiences by degree of abstraction. They focus on how a child engages with learning as it grows. The main differences are that Bruner's model only has 3 stages while Dale's cone has 11 experiences, and Bruner deals with the importance of language in development while Dale involves step-by-step processes.
Similarly, Thomas PPPF and Gagne's nine instructional materials both give strategies to gain knowledge and concentrate on student learning. However, Thomas discusses proper use of materials while Gagne identifies nine specific instructional materials, and Thomas focuses on teaching strategies while Gagne also addresses the results of using strategies.
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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 factors that affect second language strategy use, including gender, learning period, motivation, socioeconomic status, and age. Some key points are:
1) Females tend to use language learning strategies (LLS) more than males, especially metacognitive strategies. They also use classroom, out-of-class, and exam strategies more.
2) Those who have been learning a language longer use more LLS than beginners. Beginners rely more on cognitive strategies while more advanced learners use conclusion-making strategies.
3) Motivation, including intensity, desire to learn, and attitude, impacts strategy use. Integrative and instrumental motivations also influence strategy selection.
Individual Differences2
This document summarizes research on the effects of age on second language acquisition. Younger learners generally perform better in pronunciation and grammar, while older learners have faster rates of acquisition and perform better in literacy skills. However, the research presents mixed results, with some studies finding younger learners achieve higher proficiency levels in naturalistic contexts, while others find no age advantage in formal classroom settings. The critical period hypothesis remains controversial, as some studies show adults can achieve native-like abilities given optimal conditions, while others find starting early is no guarantee of full native proficiency.
5 factors affecting lls use
Five factors that affect language learning strategy use are:
1) Motivation - More motivated students use more strategies and choose strategies related to their motivational orientation like career goals.
2) Gender - Females generally use more strategies than males and engage more in social interactions outside class.
3) Age - Younger learners use simpler strategies while older students use more advanced strategies.
4) Socioeconomic status - Higher family income and parents' academic background provide resources and role models that facilitate learning.
5) Attitude and beliefs - Positive attitudes and beliefs boost confidence and openness to strategies, while negative ones limit strategy use and orchestration.
5 Factors Affecting Language Learning Strategies
This document discusses 5 factors that can affect language learning strategies: motivation, gender, parents' academic background, ethnic and cultural background, and family income. Motivation can be integrative, aiming to integrate into the language community, or instrumental, aiming to achieve practical goals. Research shows that women tend to use language learning strategies more often than men and use different types of strategies. A student's parents' education level can impact their approach to learning, as more educated parents may better prepare their children intellectually. Cultural background also influences learning strategies, as what is considered appropriate communication can vary between cultures. Family income has been found to correlate with differences in the strategies used by students.
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.
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.
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.
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Five factors affecting language learning strategies
Five factors affecting language learning strategies
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This document provides definitions of language learning strategies (LLS) from various researchers between 1975-1996. It discusses that LLS refer to techniques or approaches used by language learners to acquire knowledge of a second language. Some key characteristics mentioned are that LLS are deliberate approaches used to learn and regulate learning, mental operations to accomplish learning tasks, and specific actions taken to make learning more effective. The document also distinguishes between LLS and language use strategies, noting that LLS are used for the purpose of learning while language use strategies are used for the purpose of communication.
Language Learning Strategies (Memory Strategies)
The document discusses language learning strategies, dividing them into direct and indirect categories. Direct strategies include memory, cognitive, and compensation techniques. Memory strategies help learners store and retrieve vocabulary, such as creating mental linkages through grouping words and placing words in context. Applying images, sounds, actions and reviewing well are also memory techniques. Indirect strategies involve metacognitive, affective and social approaches.
Ppt learning strategies
This document discusses strategies for all-inclusive learning. It begins by asking teachers to reflect on students who struggled in school. It then discusses challenges in motivating these at-risk students and implementing new instructional approaches. The rest of the document provides strategies for teachers, including understanding different learning styles, providing feedback, balancing challenges, and establishing a sense of belonging in the classroom. The overall message is that using diverse, supportive teaching strategies can help engage even the most difficult students.
Language Learning Strategies
This document provides an introduction to language learning strategies and styles. It defines language learning strategies as activities used by learners to improve their language learning, such as obtaining, storing, retrieving, and using information. Learning styles reflect one's multiple intelligences and preferred ways of learning. The document identifies eight multiple intelligences: logical/mathematical, visual/spatial, verbal/linguistic, bodily/kinesthetic, musical/rhythmic, interpersonal, intrapersonal, and naturalist. It categorizes language learning strategies as direct, indirect, memory, cognitive, compensation, metacognitive, affective, and social strategies. Finally, it notes that the document is a course book in progress for begin
Language Learning Strategies
The document discusses language learning strategies, describing their features and types including cognitive, metacognitive, compensatory, affective, and social strategies. It also covers researching strategy use, what characterizes good language learners, the benefits of strategy instruction, and factors that influence strategy choice such as motivation, environment, and personality. Research shows that greater strategy use is linked to higher language proficiency and strategy instruction can improve students' self-efficacy, motivation, and language performance if integrated appropriately into the classroom.
Learning Strategies
The document discusses learning strategies and their importance for language learning. It defines learning strategies as specific actions taken by learners to make learning easier, faster and more effective. Some key learning strategy types include cognitive, metacognitive, memory and social strategies. Successful language learners actively involve themselves in the learning process, develop awareness of language as a system and means of communication, and accept the emotional challenges of learning. While some strategies are more stable, others can be changed based on the learning task. Studies show strategies can improve language skills if used appropriately for the person, task and context.
Language Variation
This document discusses various types of language variation including dialects, sociolects, idiolects, registers, pidgins, and creoles. It notes that dialects are varieties of a language used by a particular group that share non-linguistic characteristics. Pidgins develop for communication between groups that don't share a common language, while creoles emerge when a pidgin becomes a community's native language.
Learning styles and strategies.
The document discusses sources of variation in second language learning, focusing on factors related to the language learner, including motivation, learning styles, strategies, and individual characteristics. It covers topics like integrative vs. instrumental motivation, the influence of culture and environment on language learning, and implications for adopting style-based and strategy-based instruction approaches to accommodate different learners.
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The document discusses different learning styles, including the visual learning style. It describes the VAK model which categorizes learners as visual, auditory, or kinesthetic based on how they receive and process information. Visual learners tend to observe things like pictures, demonstrations, and films in order to improve their knowledge. They understand written instructions better than oral ones and use highlighting, color coding, mind maps and other visual techniques to memorize information.
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Similar to Factors affecting lls
Factors affecting second language learning strategies
This document discusses several factors that affect second language learning strategies:
- Learners' proficiency level, with low-proficiency learners using more communication strategies and high-proficiency learners using more cognitive, metacognitive, and linguistic strategies.
- Motivation, with more motivated learners using strategies more frequently. Both integrative and instrumental motivation influenced strategy choice.
- Personality types, with extraverts preferring social strategies and introverts using metacognitive strategies more. Preferences also depend on tendencies towards group work vs independence.
- Gender, ethnicity, beliefs, and cultural background also influence the strategies language learners employ.
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.
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.
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 LLS usage
There are several key factors that affect language learning strategy usage:
1) Motivation is the most influential factor, with highly motivated learners using strategies more frequently. Japanese learners tend to be more motivated and use strategies more than Spanish learners.
2) Gender also impacts strategy use, as females generally employ strategies more and with greater frequency than males. Females particularly favor memory, metacognitive, affective and social strategies.
3) Socioeconomic status influences learning, as children from lower SES backgrounds tend to lack exposure to optimal language use compared to middle SES children. Parental involvement also correlates with SES.
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 language learning strategies
The slide is about the factors affecting the language learning strategies. There are 6 main factors influence language learning strategies described by Oxford (1994).
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.
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.
Factors affecting lls
1. Several studies have found that females generally report using more language learning strategies overall compared to males, though males sometimes use particular strategies like metacognitive strategies more.
2. Personal factors like personality and emotions can influence language learning strategy use, with extroverts preferring social strategies and introverts using metacognitive strategies more.
3. Motivation also influences strategy use, with more motivated students using strategies more frequently and the type of motivation, instrumental or integrative, affecting strategy choice.
Factors affecting language learning strategies (lls)
This document discusses 5 factors that affect language learning strategies: language proficiency, motivation, learning style, gender, and experience. Language proficiency determines whether learners employ more cognitive or metacognitive strategies. Motivation consists of goals, effort, wants and attitudes that can be instrumental or integrative. Learning style influences how learners understand information, with extroverts preferring social strategies and introverts using metacognitive strategies more. Studies show females use language learning strategies more frequently than males. Experience studying a language can impact the strategies learners choose to use.
Factors Affecting Language Learning Strategies
This slideshow discusses factors affecting language learning strategies as discussed by past researchers and different scholars.
5 factors affecting language learning strategies
Made specially for the subject Language Learning Strategies (LLS) which is conducted by Prof. Mohd. Amin Embi (2014/2015)
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 LANGUAGE LEARNER STRATEGIES
Motivated students tend to use more language learning strategies than less motivated students. Motivation comes from a desire and need to learn the language. Students of different ages and school levels employ different strategies, with younger students using simpler strategies. A student's socioeconomic status, which is determined by their parents' education and income level, can impact their language learning as higher status can provide role models and learning resources for children. Learners from different cultures and ethnicities may have diverse learning styles based on how they were raised. A student's beliefs and attitudes can positively or negatively influence their language acquisition approach and success.
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 affecting LLS
The document discusses 5 key factors that affect second language acquisition: gender, motivation, personality, aptitude, and learning difficulties. It provides details on how each factor can influence language learning outcomes and strategies. For example, it notes that gender differences exist in strategy use, motivation depends on attitudes and goal-setting, and personality traits like introversion/extroversion each impact learning in unique ways. Aptitude incorporates memory, grammar skills, and vocabulary abilities. Finally, learning difficulties do not preclude success when modifications are made to incorporate multi-sensory activities.
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.
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
Age, gender, motivation, learning style, and length of language learning can impact the usage of language learning strategies. Younger learners tend to use metacognitive strategies more, while older adults use metacognitive self-management strategies more. Females generally use more strategies than males, though some studies found males used more strategies in certain contexts. Motivation is positively correlated with increased strategy usage. Learning style also influences strategy selection - social learners prefer social and interactive strategies. Longer language learning experience correlates with using a wider variety of cognitive and memory strategies.
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Factors affecting second language learning strategies
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Factors affecting usage of language learning strategies
Factors affecting language learning strategies (lls)
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Factors affecting lls
- 2. MOTIVATION
- 3. Motivated students use more stratergies than the less motivated students. Motivated students are more creatives Gardner (1985). -One’s level of working and trying to learn the language because of his desire to do so and experience the satisfaction from doing so. Ellis (1999) -Effort done by the students in learning second language from the need and desire to learn language
- 4. GENDER
- 5. Various studies shows that female tends to use more LLS than male. Female most likely use metacognitive strategy. Ehman & Oxford (1985), Green & Oxford (1995) also stated that female learner use LLS more compared to male. However, no specific studies were done about this factor.
- 6. AGES
- 7. Users or students of different ages use different stratergy. Adults students is more advanced in using stratergies and they use it more than children. However, a few studies suggest that children are more capable to achieve the level of language competency such as the native speakers.
- 9. Different LLS users comes from different ethnics and background uses different LLS. Some students prefer talking as they were raise in a community where ideas can be thrown freely. The differences in cultural background and educational system produce different strengths and weakness.
- 11. High proficient learners use greater and wider variety of LLS. Intermediate learners use more metacognitive stratergy While, the low proficiency learners are tend to use communication stratergy.