This document discusses 5 key factors that affect language learning strategies: attitude, motivation, personality, learning style, and age. For attitude, it is important for teachers to facilitate learning rather than control students. They should accept mistakes and encourage exploration. Motivation can be integrative, from interest in the language's culture, or instrumental, for practical reasons. Personality impacts how students learn, such as extroverts preferring group work. Learning styles include behaviorist, cognitivist, and awareness-based approaches. Younger students often attain native-like pronunciation while older learners' accents may be influenced by their first language.

1. 5 FACTORS AFFECTING LANGUAGE
LEARNING STRATEGIES
AINE-MAIZURIE BINTI ZAINAL ABIDIN
A 143855
GGGV1244
LANGUAGE LEARNING STRATEGIES
PROF. DR. MOHD AMIN EMBI

2. Attitude
TEACHER’S ATTITUDE
(VERMA, 2005)

A teacher should change their role;
Controller of a classroom → Facilitator in a classroom.

Accept students’ mistakes rather than expect a flawless outcome as they
are in the learning phase. This could encourage them to explore the
language.

React positively towards students as teachers’ interpersonal behavior
affect the students’ motivation to study.

3. Motivation
INTEGRATIVE MOTIVATION
(HOLT, 2001)

Interest towards people whom speak the language they are currently
learning, admire the culture and have a desire to become familiar with
the society in which the language is used.

Students who has this type of motivation are likely to be more
successful in learning language.

Due to their interest and motivation, students tend to have the nativelike pronunciation.

4. INSTRUMENTAL MOTIVATION
(HOLT, 2001)

A desire to obtain something practical or concrete from the study of
a second language. (Taylor, Meynard and Rheault 1977; Ellis 1997;
Crookes et al 1991).

Attract students in a fun way as it allows the students to voice out
their opinion or issues during the teaching and learning session.

Mostly found in talkative students as this type of motivation
emphasizes on the speaking part.

5. Personality
VARIETY ON LEARNERS
1. Extroverts (sociable person)
- value group interaction and prefer task done with others.
2. Introverts (shy person)
- concentrate on task in hand.
3. Sensing (observer)
- prefers physical and sense-based input.
4. Intuitive (instinctive)
- most likely to use their imagination and grasping the general ideas
rather than the details.

6. 5. Thinker
- learning by logical materials.
- like to analyze the lessons learnt.
6. Closure-oriented (judging person)
- learning by making reflection on every lessons.
7. Open-ended (perceiving person)
- always alert.
- often open for negotiation in discussing things.
- flexible and easy to adapt with change during the teaching and
learning session.

7. Learning Style
THE THEORIES
(CHOMSKY, 1957)

Behaviorism linked to grammar and translation method that tend to
make students focus on the grammatical knowledge with less attention
on how these parts might be brought together in the communication.

Cognivist tradition believes that students need to interact among
them in order to the language learning process take place.

Awareness requires students to understand what they have been
learning and continuously reflect the lesson on themselves to better
comprehend the language.

8. Age

People who would like to acquire the language will continue
pursuing their interest despite of the age.

Even it is so, experts believe that the development of pronunciation is
highly depending on the students’ age begin to learn the language.

Learners would likely to have the native-like accent if they started to
learn the language before puberty.

For the late learners, most of them would probably attain the
language with a marked accent of their first language.

9. References
http://iteslj.org/Articles/Norris-Motivation.html
http://www.chinesemadeeasier.com/styles4.html
http://www.chinesemadeeasier.com/index.html
http://www4.ujaen.es/~gluque/Topic4factors.pdf
http://www.tllg.unisa.edu.au/lib_guide/gllt_ch2.pdf
http://www.wce.wwu.edu/Resources/CIRCLE/Lectures/SarahJulia
Age_SLAcomments%20(2).pdf
http://www.fe.hku.hk/clear/conference08/doc/handouts/VERMA%2
0Meenakshi%20H_handout.pdf