Factors affecting lls
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1. Motivation to learn a language can come from integrative motivation, where students want to be part of the language community, or instrumental motivation, where the goal is to improve job prospects or exam results. 2. Gender differences in language learning strategies have been studied extensively with varying results, though some research has found that women tend to use social learning strategies more while men prefer cognitive strategies. 3. Socioeconomic factors like family income, parents' education levels, and cultural background can also influence the language learning strategies used by students.
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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.
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Factors affecting lls
This document summarizes research on factors that influence second language acquisition. It finds that female learners tend to use language learning strategies more than males, and they especially use social and metacognitive strategies. Younger learners rely on simpler strategies while adults can use more advanced strategies. Parents' socioeconomic status and involvement in their children's learning also impacts ability and reading skills. Motivation for language learning can be integrative, relating to cultural interest, or instrumental, relating to practical value. Cultural backgrounds produce different strengths and weaknesses in students from different regions.
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This document discusses 5 key factors that affect language learning strategies:
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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.
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The slide is about the factors affecting the language learning strategies. There are 6 main factors influence language learning strategies described by Oxford (1994).
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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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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.
Factors affecting language learning strategies usage
This document discusses several factors that affect language learning strategy usage:
1) Age - Younger learners rely more on cognitive and social strategies while older learners use more metacognitive strategies.
2) Gender - Some studies found females use social interaction and formal practice strategies more than males.
3) Cultural background - Learners from different cultures prefer certain types of strategies, such as Asian learners favoring rote learning over social interaction strategies.
4) Motivation - A learner's motivation and goals influence their choice of language learning strategies.
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This document discusses several factors that affect language learning strategy usage:
1) Age - Younger learners rely more on cognitive and social strategies while older learners use more metacognitive strategies.
2) Gender - Some studies found females use social interaction and formal practice strategies more than males. Other studies found no significant differences or that males use strategies like English courses more.
3) Cultural background - Learners from different cultures prefer certain types of strategies, like Asian learners favoring rote learning over social interaction strategies.
4) Motivation - A learner's motivation and goals influence their choice of strategies, like students focusing on grades using more rule-based strategies.
Factors affecting language learning strategies usage
This document discusses several factors that affect language learning strategy usage:
1) Age - Younger learners rely more on cognitive and social strategies while older learners use more metacognitive strategies.
2) Gender - Some studies found females use social interaction and formal practice strategies more than males. Other studies found no significant differences or that males use strategies to improve skills more.
3) Cultural background - Learners from different cultures prefer certain types of strategies, such as Asian learners favoring rote learning over social interaction strategies.
4) Motivation - A learner's motivation and goals influence their choice of strategies, such as students focusing on grades using different strategies than those aiming for communication.
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.
Factors affecting the LLS usage
The document summarizes research on factors that influence the language learning strategies used by students. It discusses how age, gender, ethnic and cultural background, motivation, and parents' academic background can impact the strategies employed. For age, younger students rely more on repetition, while older students use more cognitive and metacognitive strategies. Females tend to utilize social and practice strategies more, while males prefer visual-spatial learning. Cultural background also influences strategy use, such as Asian students preferring rote learning. Motivation and parents' education levels affect students' preparation and strategy selection as well.
Five factors affecting learning language strategies
Five key factors that influence language learning strategies are discussed: motivation, gender, proficiency level, age, and socioeconomic status. Highly motivated students use more strategies. Females generally use more strategies than males. More proficient learners employ a wider variety of strategies. Adults learn faster initially but children develop native-like skills. Students from wealthier families have more resources to support learning.
Factors that affect language
This document discusses five factors that can affect language learning strategies: gender, motivation, experiences, cultural background, and learning styles. For gender, some studies found that females used certain strategies more while others found males used strategies more. Motivation level and type (intrinsic or extrinsic) impacted strategy use. Learners from different cultural backgrounds often preferred certain strategies associated with their culture. Experiences like studying abroad influenced learning style. Learning style preferences like extraversion also correlated with strategy preferences like social or metacognitive strategies.
5 factors affecting 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 language learning strategies usage
1) Five factors that affect language learning strategy usage are motivation, gender, proficiency level, age, and learning styles.
2) More motivated learners use a greater range and more metacognitive strategies than less motivated learners. Integrative motivation leads to greater proficiency than instrumental motivation.
3) Females generally use more language learning strategies than males, though some studies found no difference or males using more strategies.
Factors affecting LLS usage
This document discusses 5 factors that can affect language learning strategies: gender, motivation, experience, personality, and cultural background. Several studies have found gender differences in strategy use, with males more likely to use a variety of strategies compared to females. Motivation is also a key factor, as highly motivated learners tend to use more strategies. Experience studying abroad or in a language center can influence strategy use as well. Personality traits like extroversion and cultural background also impact what strategies learners prefer. Different cultures tend to favor certain strategies over others.
Factors affecting LLS usage
This document discusses 5 factors that can affect language learning strategies: gender, motivation, experience, personality, and cultural background. Several studies have found gender differences in strategy use, with males more likely to use a variety of strategies compared to females. Motivation is also a key factor, as highly motivated learners tend to use more strategies. Experience studying abroad or in a language center can influence strategy use as well. Personality traits like extroversion and cultural background also impact what strategies learners prefer. Different cultures tend to favor certain strategies over others.
Factors Affecting LLS
The document discusses several factors that can affect language learning strategies:
- Gender - Studies have found that females tend to use more language learning strategies than males, especially in areas like general strategies, authentic language use, and self-management.
- Age - Older language learners over 30 tend to use metacognitive self-management strategies more than younger learners.
- Motivation - Learners who are highly motivated tend to use a wider variety of language learning strategies, while those focusing only on grades use more rule-based strategies.
- Cultural background - Learners from different cultures tend to prefer certain types of strategies that are compatible with their learning styles and past experiences.
- Socioeconomic status
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5 Factors That Affect Language Learning Strategies
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Factors affecting language learning strategies usage
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Factors affecting language learning strategies usage
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Factors affecting lls
- 2. MOTIVATION Wigfield (1994) :- Motivation is based on how much the individual expect to succeed and their value of their success. Gardner (1985) :- Combination of effort plus desire to achieve the goal (learning the language) and favorable attitudes towards it.
- 3. (GARDNER & LAMBERT, 1959) 1. Integrative – • Students wants to be part of a speech community or country with that language. • S/he has a positive attitude towards the language. 2. Instrumental – • Purpose of passing an exam, or to improve in a job. • The motivation is towards the usage and value of the language. Motivation
- 4. DECI AND RYAN (1985) 1. Intrinsic • Inside the individual 2. Extrinsic • Outside the individual Motivation
- 5. ELLIS (1994) 1. Integrative motivation 2. Instrumental motivation 3. Resultative motivation • Relationship between motivation and achievement • Strongly affected by their achievement 4. Motivation as intrinsic interest • Receiving attention from students. • Urging them to make efforts. Motivation
- 6. EFFECTS OF MOTIVATION Positive (Optimism and upbeat response towards the tasks being assigned to) • A student could be ‘highly-motivated’ judging from his questionnaire but might not have made any efforts in his studies. (Ellis, 1994) Motivation
- 7. Negative (Unwillingness and is often companied with anxiety) • Negative motivation might be more powerful to some learners in motivating them to excel, which they referred to as “Machiavellian Motivation”. (Oller & Perkins, 1978) Motivation
- 8. GENDER Maccoby and Jacklin (1974) :- Women’s oral aptitude is more obvious than men Boocock (1980) :- Oral ability is not define by gender differences.
- 9. Ehrman & Oxford (1989); Green & Oxford (1995); Politzer (1983) :- Women use language learning strategies more frequently than men. Chang (1990); Chou (2002) :- No significant difference between gender in the way they use LLS Gender
- 10. Oxford (1994); Wharton (2000) :- Men tend to use a certain strategy more than women Politzer (1983) :- Women use social learning strategies more than men Gender
- 11. Bacon (1992) :- Women prefer using metacognitive strategies Men prefer using cognitive strategies Gender
- 12. SOCIO ECONOMIC Hess, Markson, and Stein (1988) :- Socio economic status as a measure based on a combination of income, occupational prestige. Bourdieu (1973); Flowerdew & Miller (2008) :- Students with higher socioeconomic status generally perform better than their poorer counterparts due to their richer economic capital and linguistic capital.
- 13. PA R E N T S ’ AC A D E M I C B AC KG RO U N D Mohd Nazali (1999) :- There’s a significant relation between the parents’ standard of education with the strategy used. Socio Economic
- 14. FAMILY INCOME Mackey (1977) :- Family income influences the students’ behavior. Socio Economic
- 15. CULTURAL BACKGROUND Surtridge (1997) :- The different cultural background and education system produces different strengths and weaknesses in students. O’Malley & Chamot (1990) :- Nationality and ethnic affects the level of difficulty when performing new LLS
- 16. Oxford (1994) :- Asian students prefer using memory strategies. Oxford & Burry-Stock (1995) :- Latin students prefer using global learning strategies.(Guessing intelligently) Students in China and Japan are more analytical and detailed oriented. Cultural Background
- 17. AGE Leaver (in Oxford 1989b) :- Children learn naturally while adults learn in the classroom. Chen (1994) :- Students in Taiwan between the age 12-27 show no significant relation with the usage of LLS.
- 18. THANK YOU By: Lee Yuen Ching A151333 TESL