This document summarizes research on factors that influence language learning strategy use. It discusses gender differences in strategy use, with some studies finding that females tend to use social interaction strategies more. It also covers the influence of age, motivation, socioeconomic status, English proficiency level, and other factors. For example, it states that motivation level, rather than a particular motivation orientation, affects strategy use, and that students from wealthier families and with higher educated parents generally use more strategies.
International Journal of Engineering Research and DevelopmentIJERD Editor
This study investigated native and non-native English speakers' acceptance of different types of multiple WH-questions in English and Persian. It administered grammar and multiple WH-question tests to 30 Iranian English learners and 10 native English speakers. The results showed that native English speakers significantly discriminated between question types, rating 'what' highest and 'how' and 'why' lowest. Native Persian speakers rated all question types similarly high. Both learner groups rated English questions lower than natives and their own Persian ratings, with advanced learners performing better. The study suggests non-native speakers do not fully accept all English question types.
A Study of the Influence of Gender on Second Language Acquisition A Field Bas...ijtsrd
Language acquisition has turned out to be a popular field of research. In this field the process of first language acquisition and second language acquisition are studied. Various factors have influenced the process of second language acquisition. The main purpose of the study is to evaluate the influence of gender difference in the process of second language acquisition. Data for this study has been collected through questionnaires and interviews. The sources of data is both primary and secondary. It is a Quantitative Study. The primary source of data has been acquired through questionnaires. The secondary source of data has been acquired from the journals, articles and the other works. The outcome of this study would help in the process of teaching of second languages. It would also help to nullify the effect of gender difference if there has been any in language teaching and learning process. Arnab Sarmah "A Study of the Influence of Gender on Second Language Acquisition (A Field Based Study on the Nepali Language)" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-3 , April 2020, URL: https://www.ijtsrd.com/papers/ijtsrd30351.pdf Paper Url :https://www.ijtsrd.com/humanities-and-the-arts/other/30351/a-study-of-the-influence-of-gender-on-second-language-acquisition-a-field-based-study-on-the-nepali-language/arnab-sarmah
Communication has verbal and nonverbal aspects.It has been estimated that 82% of class communication is nonverbal. While the role of nonverbal behavior in English classes is much it is hitherto an unexplored area. One subpart of nonverbal communication is proxemics or space. Combing nonverbal communication and the right to privacy, this article is aimed at exploring the attitude of foreign language students regarding nonverbal communication and privacy right in English classes. A nonverbal questionnaire along with privacy proposed by the researcher was answered by 107 general English participants. Based on their opinion the major findings were that students like, smiling, tidy and on time teachers who explain and illustrate in English classes. However, they do not like to answer questions regarding their personal life such as personal description, identification, health or background. As a result, their privacy right should be observed in communicative English classes.
Age-Related Differences in the Motivation of Learning English as a Foreign La...inventionjournals
The effects of age on language acquisition is one of the predominant topics in linguistics and second language acquisition (Pérez, 2007). These effects have led to the coining of the critical period hypothesis, which states that one’s capability to learn a second language are only high if one’s age falls within the critical period range and diminishes as one’s age moves away from the critical period (Torres, 2009). In this light, this study aims at finding the age related differences in one’s motivation to learn English as a second language (Pérez, 2007). From the findings of the study, one’s age directly affects his or her motivation to learn English such that younger learners had more motivation to learn the second language as compared to the older learners (Uribe, Gutiérrez & Madrid, 200 8). This effect is attributed to the inactivity of the neuromuscular mechanism in one’s brains beyond the age of 20, which affects one’s ability to process and understand L2 (Uribe, Gutiérrez & Madrid, 2008). The poor language learning techniques of the older adults is also another major cause of the low motivation to learn English as a second language (Torres, 2009). Children engage in more interactions with adults and friends as compared to adults, which is perceived as one of the main factors why children learn a second language faster as compared to adults. The interaction helps them to discover new vocabulary, new ways of pronunciation and new grammar rules, which builds their language faster as compared to adults (Peal & Lambert, 1962). Generally, it can be argued that the younger an individual is the higher the motivation to learn English as a second language at the University of Guayaquil. It can also be argued that the age of an individual directly determines his or her determination to learn English as a second language regardless of the period of exposure to the language (McBride, 2009).
1. The document discusses the effect of age on second language acquisition based on various studies.
2. Younger learners generally perform better in pronunciation and grammar compared to older learners, though adults may outperform children in short-term learning.
3. The research on whether learners can achieve native-like proficiency is mixed, with some studies finding near-native ability and others not, depending on factors like the age of starting language learning.
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 that affect language learning strategiesNabira Mansor
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.
International Journal of Engineering Research and DevelopmentIJERD Editor
This study investigated native and non-native English speakers' acceptance of different types of multiple WH-questions in English and Persian. It administered grammar and multiple WH-question tests to 30 Iranian English learners and 10 native English speakers. The results showed that native English speakers significantly discriminated between question types, rating 'what' highest and 'how' and 'why' lowest. Native Persian speakers rated all question types similarly high. Both learner groups rated English questions lower than natives and their own Persian ratings, with advanced learners performing better. The study suggests non-native speakers do not fully accept all English question types.
A Study of the Influence of Gender on Second Language Acquisition A Field Bas...ijtsrd
Language acquisition has turned out to be a popular field of research. In this field the process of first language acquisition and second language acquisition are studied. Various factors have influenced the process of second language acquisition. The main purpose of the study is to evaluate the influence of gender difference in the process of second language acquisition. Data for this study has been collected through questionnaires and interviews. The sources of data is both primary and secondary. It is a Quantitative Study. The primary source of data has been acquired through questionnaires. The secondary source of data has been acquired from the journals, articles and the other works. The outcome of this study would help in the process of teaching of second languages. It would also help to nullify the effect of gender difference if there has been any in language teaching and learning process. Arnab Sarmah "A Study of the Influence of Gender on Second Language Acquisition (A Field Based Study on the Nepali Language)" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-3 , April 2020, URL: https://www.ijtsrd.com/papers/ijtsrd30351.pdf Paper Url :https://www.ijtsrd.com/humanities-and-the-arts/other/30351/a-study-of-the-influence-of-gender-on-second-language-acquisition-a-field-based-study-on-the-nepali-language/arnab-sarmah
Communication has verbal and nonverbal aspects.It has been estimated that 82% of class communication is nonverbal. While the role of nonverbal behavior in English classes is much it is hitherto an unexplored area. One subpart of nonverbal communication is proxemics or space. Combing nonverbal communication and the right to privacy, this article is aimed at exploring the attitude of foreign language students regarding nonverbal communication and privacy right in English classes. A nonverbal questionnaire along with privacy proposed by the researcher was answered by 107 general English participants. Based on their opinion the major findings were that students like, smiling, tidy and on time teachers who explain and illustrate in English classes. However, they do not like to answer questions regarding their personal life such as personal description, identification, health or background. As a result, their privacy right should be observed in communicative English classes.
Age-Related Differences in the Motivation of Learning English as a Foreign La...inventionjournals
The effects of age on language acquisition is one of the predominant topics in linguistics and second language acquisition (Pérez, 2007). These effects have led to the coining of the critical period hypothesis, which states that one’s capability to learn a second language are only high if one’s age falls within the critical period range and diminishes as one’s age moves away from the critical period (Torres, 2009). In this light, this study aims at finding the age related differences in one’s motivation to learn English as a second language (Pérez, 2007). From the findings of the study, one’s age directly affects his or her motivation to learn English such that younger learners had more motivation to learn the second language as compared to the older learners (Uribe, Gutiérrez & Madrid, 200 8). This effect is attributed to the inactivity of the neuromuscular mechanism in one’s brains beyond the age of 20, which affects one’s ability to process and understand L2 (Uribe, Gutiérrez & Madrid, 2008). The poor language learning techniques of the older adults is also another major cause of the low motivation to learn English as a second language (Torres, 2009). Children engage in more interactions with adults and friends as compared to adults, which is perceived as one of the main factors why children learn a second language faster as compared to adults. The interaction helps them to discover new vocabulary, new ways of pronunciation and new grammar rules, which builds their language faster as compared to adults (Peal & Lambert, 1962). Generally, it can be argued that the younger an individual is the higher the motivation to learn English as a second language at the University of Guayaquil. It can also be argued that the age of an individual directly determines his or her determination to learn English as a second language regardless of the period of exposure to the language (McBride, 2009).
1. The document discusses the effect of age on second language acquisition based on various studies.
2. Younger learners generally perform better in pronunciation and grammar compared to older learners, though adults may outperform children in short-term learning.
3. The research on whether learners can achieve native-like proficiency is mixed, with some studies finding near-native ability and others not, depending on factors like the age of starting language learning.
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 that affect language learning strategiesNabira Mansor
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.
5 Factors That Affect Language Learning Strategiesbeccalydia
This document discusses 5 factors that affect language learning strategies:
1) Motivation, which can be integrative (aiming to integrate into the language community) or instrumental (aiming to achieve functional goals). More motivated learners use strategies more regularly.
2) Gender, with research finding that females use language learning strategies more often than males, and use metacognitive strategies more than males.
3) Parents' academic background, with children of more educated parents receiving better preparation and intellectual references.
4) Ethnic and cultural background, which influences learning styles, comfort with mistakes, and willingness to speak freely.
5) Family income, with students from higher income families found to use strategies more than those
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.
Characteristics Of Language Which Affect TranslationAndre Hiyung
Characteristics of language that affect translation include:
1) Meaning components are packaged differently across languages. For example, the word for projector is described differently in Chipaya than English.
2) The same meaning can be expressed through multiple lexical items. In Indonesian there are several words that can be used to describe different ways of carrying something.
3) Individual words can have both primary and secondary meanings that become clear through context. The word "we" takes on different meanings depending on how it's used in a sentence.
5 factors affect learning language strategyLynn Muhamad
There are 5 main factors that affect language learning: 1) Personality traits like extroversion and anxiety, 2) Aptitude which is an innate ability for language learning, 3) Motivation to put in effort and achieve goals, 4) Learning strategies such as using flashcards or reading vocabulary, and 5) Having learning difficulties does not preclude success, as learning a new language can help reinforce basic language concepts.
FACTORS THAT AFFECT LEARNING LANGUAGE STRATEGIES.NurulSahira
This document discusses several factors that affect language learning strategies:
1) Gender differences - females tend to use social and metacognitive strategies more while males prefer metacognitive and compensation strategies.
2) Motivation - highly motivated learners are more likely to use a variety of language learning strategies.
3) Experiences studying languages - experiences such as studying abroad can influence learning styles and actual language ability.
It provides several examples and studies to support how these factors impact an individual's use of language learning strategies.
5 factors that affect language learning strategiesWanie Alhafiz
This document discusses 5 factors that affect language learning strategies: gender, motivation, experience studying the language, learning style, and language proficiency. Several studies found that females use language learning strategies more frequently than males. Motivated learners are more active in their learning and use strategies more often. Experience studying a language does not necessarily correlate with greater strategy use. Learning styles influence the strategies learners choose, and more proficient language learners tend to use a wider variety of strategies.
Factors that affect language learning strategiesFionna Jeffery
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
Factors affect language learning strategiesNURAINAMNI94
This document discusses 5 factors that affect language learning strategies: 1) The strategies used, as research shows successful language learners employ a wider variety of strategies. 2) Gender, with some studies finding females use more strategies overall and prefer social/metacognitive strategies, while males favor metacognitive/compensation strategies. 3) Motivation, which researchers like Gardner and Dörnyei believe is key to strategy use and language learning success. 4) Experience studying the language, as more time spent learning corresponds with greater strategy use, especially cognitive/memory strategies. 5) Proficiency level, where high proficiency relates to increased direct/indirect strategy use and cognitive/metacognitive strategies, while low proficiency learners rely
FACTORS THAT AFFECT LANGUAGE LEARNING STRATEGIESIeykaZulkafli
This document discusses factors that affect language learning strategies, including motivation, age, gender, level of proficiency, and socioeconomic status. It reports on several studies that have investigated the relationship between these factors and language learning strategy use. For example, younger learners are able to develop pronunciation and fluency more easily and deploy simple strategies, while older beginners do not differ significantly in strategy use. Females generally use more strategies than males, especially social and metacognitive strategies, though some studies found minor or no differences. Higher proficiency learners employ strategies more frequently and use a wider variety of strategies compared to lower proficiency learners. Socioeconomic status also influences strategy use, with students from wealthier families having
Factors affecting language learning strategieshannu938
The slide is about the factors affecting the language learning strategies. There are 6 main factors influence language learning strategies described by Oxford (1994).
This document discusses several factors that can affect language learning strategy usage, including age, gender, proficiency level, learning styles, and motivation. Regarding age, younger learners tend to use task-specific strategies while older learners use more generalized strategies. Studies on gender differences in strategy use have found that females tend to use social and metacognitive strategies more while males favor metacognitive and compensation strategies, though some studies found no gender differences. Higher proficiency learners employ a wider range of strategies. Learning styles like extroversion/introversion can influence strategy preference. Motivation is also an important factor, with more motivated learners using strategies more frequently.
Five factors affecting language learning strategiesSyafiqaShukor
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.
5 Factors Affecting Language Learning StrategiesAinjelina Jolie
This document discusses 5 factors that affect language learning strategies: motivation, gender, experience, proficiency level, and learning styles. It provides details on how each factor influences an individual's choice and use of different language learning strategies. For motivation, more motivated learners use more strategies and more frequently. For gender, studies have found both that females generally use more strategies than males, and that males in some cases use more strategies. Experience, such as studying abroad, can influence learning style and ability. Proficiency level correlates with certain strategy use, such as higher proficiency associated with more strategy use. Learning styles also influence strategy preferences, for example extraverts preferring social strategies more.
Five factors affecting learning language strategiesafzannazam95
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.
5 factors affecting language learning strategies (lls)Salma Razak
The document discusses 5 key factors that influence language learning strategies:
1. Motivation - Highly motivated students use more strategies. Motivation can be intrinsic or extrinsic.
2. Gender - Some studies found females use more strategies while others found no significant difference.
3. Proficiency level - More proficient learners use a wider variety of strategies, especially metacognitive and social strategies.
4. Socioeconomic status - Learners from wealthier backgrounds can access more resources and native speakers to support their language learning.
5. Age - Younger learners may develop fluency faster while older learners grasp grammar concepts more quickly. Both age groups use different strategies effectively.
This document summarizes 5 key factors that affect language learning strategy usage: motivation, learning style, gender, language proficiency level, and socioeconomic status. It provides details on how each factor influences what language learning strategies students employ. For example, it states that extroverts prefer social strategies while introverts use metacognitive strategies more, and that higher proficiency is associated with increased use of both direct and indirect language learning strategies.
Factors affecting language learning strategiesAkhmaShabani
This document discusses several factors that affect language learning strategies:
Gender - Studies have found both minor and some significant differences in the strategies used by males and females. Females generally tend to use social interaction and metacognitive strategies more frequently.
Background - Learners from different cultural backgrounds often prefer different types of strategies, with Asian learners favoring rote learning strategies and Hispanic learners using dictionaries more.
Proficiency level - More proficient learners tend to use metacognitive and cognitive strategies more, while less proficient learners rely more on communication and compensation strategies.
Motivation - Motivation is a primary factor in language learning achievement, as more motivated learners put more effort
There are many factors that can influence an individual's usage of language learning strategies (LLS), including motivation, gender, level of language proficiency, and learning experiences. Highly motivated learners and those with higher proficiency levels tend to use a wider variety of LLS more frequently. Females generally report using LLS more than males. Prior experience studying a language abroad can also impact strategy selection and use. Learning style preferences, cultural background, and the social environment additionally shape an individual's approach to language learning.
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.
5 factors affecting language learning strategiesnurizdihar
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 That Affect Language Learning Strategiesbeccalydia
This document discusses 5 factors that affect language learning strategies:
1) Motivation, which can be integrative (aiming to integrate into the language community) or instrumental (aiming to achieve functional goals). More motivated learners use strategies more regularly.
2) Gender, with research finding that females use language learning strategies more often than males, and use metacognitive strategies more than males.
3) Parents' academic background, with children of more educated parents receiving better preparation and intellectual references.
4) Ethnic and cultural background, which influences learning styles, comfort with mistakes, and willingness to speak freely.
5) Family income, with students from higher income families found to use strategies more than those
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.
Characteristics Of Language Which Affect TranslationAndre Hiyung
Characteristics of language that affect translation include:
1) Meaning components are packaged differently across languages. For example, the word for projector is described differently in Chipaya than English.
2) The same meaning can be expressed through multiple lexical items. In Indonesian there are several words that can be used to describe different ways of carrying something.
3) Individual words can have both primary and secondary meanings that become clear through context. The word "we" takes on different meanings depending on how it's used in a sentence.
5 factors affect learning language strategyLynn Muhamad
There are 5 main factors that affect language learning: 1) Personality traits like extroversion and anxiety, 2) Aptitude which is an innate ability for language learning, 3) Motivation to put in effort and achieve goals, 4) Learning strategies such as using flashcards or reading vocabulary, and 5) Having learning difficulties does not preclude success, as learning a new language can help reinforce basic language concepts.
FACTORS THAT AFFECT LEARNING LANGUAGE STRATEGIES.NurulSahira
This document discusses several factors that affect language learning strategies:
1) Gender differences - females tend to use social and metacognitive strategies more while males prefer metacognitive and compensation strategies.
2) Motivation - highly motivated learners are more likely to use a variety of language learning strategies.
3) Experiences studying languages - experiences such as studying abroad can influence learning styles and actual language ability.
It provides several examples and studies to support how these factors impact an individual's use of language learning strategies.
5 factors that affect language learning strategiesWanie Alhafiz
This document discusses 5 factors that affect language learning strategies: gender, motivation, experience studying the language, learning style, and language proficiency. Several studies found that females use language learning strategies more frequently than males. Motivated learners are more active in their learning and use strategies more often. Experience studying a language does not necessarily correlate with greater strategy use. Learning styles influence the strategies learners choose, and more proficient language learners tend to use a wider variety of strategies.
Factors that affect language learning strategiesFionna Jeffery
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
Factors affect language learning strategiesNURAINAMNI94
This document discusses 5 factors that affect language learning strategies: 1) The strategies used, as research shows successful language learners employ a wider variety of strategies. 2) Gender, with some studies finding females use more strategies overall and prefer social/metacognitive strategies, while males favor metacognitive/compensation strategies. 3) Motivation, which researchers like Gardner and Dörnyei believe is key to strategy use and language learning success. 4) Experience studying the language, as more time spent learning corresponds with greater strategy use, especially cognitive/memory strategies. 5) Proficiency level, where high proficiency relates to increased direct/indirect strategy use and cognitive/metacognitive strategies, while low proficiency learners rely
FACTORS THAT AFFECT LANGUAGE LEARNING STRATEGIESIeykaZulkafli
This document discusses factors that affect language learning strategies, including motivation, age, gender, level of proficiency, and socioeconomic status. It reports on several studies that have investigated the relationship between these factors and language learning strategy use. For example, younger learners are able to develop pronunciation and fluency more easily and deploy simple strategies, while older beginners do not differ significantly in strategy use. Females generally use more strategies than males, especially social and metacognitive strategies, though some studies found minor or no differences. Higher proficiency learners employ strategies more frequently and use a wider variety of strategies compared to lower proficiency learners. Socioeconomic status also influences strategy use, with students from wealthier families having
Factors affecting language learning strategieshannu938
The slide is about the factors affecting the language learning strategies. There are 6 main factors influence language learning strategies described by Oxford (1994).
This document discusses several factors that can affect language learning strategy usage, including age, gender, proficiency level, learning styles, and motivation. Regarding age, younger learners tend to use task-specific strategies while older learners use more generalized strategies. Studies on gender differences in strategy use have found that females tend to use social and metacognitive strategies more while males favor metacognitive and compensation strategies, though some studies found no gender differences. Higher proficiency learners employ a wider range of strategies. Learning styles like extroversion/introversion can influence strategy preference. Motivation is also an important factor, with more motivated learners using strategies more frequently.
Five factors affecting language learning strategiesSyafiqaShukor
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.
5 Factors Affecting Language Learning StrategiesAinjelina Jolie
This document discusses 5 factors that affect language learning strategies: motivation, gender, experience, proficiency level, and learning styles. It provides details on how each factor influences an individual's choice and use of different language learning strategies. For motivation, more motivated learners use more strategies and more frequently. For gender, studies have found both that females generally use more strategies than males, and that males in some cases use more strategies. Experience, such as studying abroad, can influence learning style and ability. Proficiency level correlates with certain strategy use, such as higher proficiency associated with more strategy use. Learning styles also influence strategy preferences, for example extraverts preferring social strategies more.
Five factors affecting learning language strategiesafzannazam95
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.
5 factors affecting language learning strategies (lls)Salma Razak
The document discusses 5 key factors that influence language learning strategies:
1. Motivation - Highly motivated students use more strategies. Motivation can be intrinsic or extrinsic.
2. Gender - Some studies found females use more strategies while others found no significant difference.
3. Proficiency level - More proficient learners use a wider variety of strategies, especially metacognitive and social strategies.
4. Socioeconomic status - Learners from wealthier backgrounds can access more resources and native speakers to support their language learning.
5. Age - Younger learners may develop fluency faster while older learners grasp grammar concepts more quickly. Both age groups use different strategies effectively.
This document summarizes 5 key factors that affect language learning strategy usage: motivation, learning style, gender, language proficiency level, and socioeconomic status. It provides details on how each factor influences what language learning strategies students employ. For example, it states that extroverts prefer social strategies while introverts use metacognitive strategies more, and that higher proficiency is associated with increased use of both direct and indirect language learning strategies.
Factors affecting language learning strategiesAkhmaShabani
This document discusses several factors that affect language learning strategies:
Gender - Studies have found both minor and some significant differences in the strategies used by males and females. Females generally tend to use social interaction and metacognitive strategies more frequently.
Background - Learners from different cultural backgrounds often prefer different types of strategies, with Asian learners favoring rote learning strategies and Hispanic learners using dictionaries more.
Proficiency level - More proficient learners tend to use metacognitive and cognitive strategies more, while less proficient learners rely more on communication and compensation strategies.
Motivation - Motivation is a primary factor in language learning achievement, as more motivated learners put more effort
There are many factors that can influence an individual's usage of language learning strategies (LLS), including motivation, gender, level of language proficiency, and learning experiences. Highly motivated learners and those with higher proficiency levels tend to use a wider variety of LLS more frequently. Females generally report using LLS more than males. Prior experience studying a language abroad can also impact strategy selection and use. Learning style preferences, cultural background, and the social environment additionally shape an individual's approach to language learning.
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.
5 factors affecting language learning strategiesnurizdihar
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.
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.
This document discusses vocabulary and grammar learning for young English language learners. It addresses types of vocabulary including receptive and expressive vocabulary. Vocabulary size and the importance of repetition for learning are covered. Effective vocabulary learning strategies for young learners include social interaction, stories, engagement with new words, and repeated exposure. Both direct and indirect vocabulary learning are important. The document also discusses types of grammar, principles for teaching grammar to young learners, and techniques to support grammar learning. It notes that vocabulary and grammar are best taught together by considering both meaning and structure.
GE6533 – Factors That Affect LLS (Gurmin P66326)Gurmin Hans
There are several factors that affect language learning strategies:
1. Affective variables like motivation - highly motivated students use strategies more often. Integrative and instrumental motivation influence strategy choice.
2. Proficiency level - higher proficiency students use a wider range and more frequently. Effective learners use more strategies.
3. Gender - some studies found females use more strategies while others found no difference or males using more.
4. Learning experiences - experienced learners use strategies more effectively, but time studying a language did not necessarily increase strategy use.
5. Learning styles - students with different perceptual styles showed differences in strategy use.
This document discusses factors that influence student motivation and strategy use in second language acquisition. It covers motivation types (integrative and instrumental), as well as how gender, ethnicity/culture, age, target language can impact strategy selection and success. Several studies found that female students and those learning less commonly taught languages like Russian tend to use strategies more frequently. Motivation is seen as key to language learning. Ethnic and cultural backgrounds can also influence what strategies students find easiest or most effective to use.
5 factors affecting language learning strategies usageAmrien Hamila
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.
Five key factors that affect language learning strategies are:
1. Gender - Females generally use more strategies than males, especially cognitive, metacognitive, social, and overall strategies.
2. Age - Younger learners tend to use social strategies more while adults grasp concepts like syntax and morphology faster.
3. Motivation - Highly motivated students use more strategies and motivation is influenced by learning goals and application.
4. Socio-economic status - Access to resources like tutoring affects strategy use; students from wealthier families perform higher.
5. Proficiency level - Higher proficiency learners use strategies more frequently and variably than lower proficiency learners.
Similar to FACTORS THAT AFFECT LANGUAGE LEARNING STRATEGIES (20)
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
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This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
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This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
4. Examined ninet y undergraduat e f oreign language
learners, f ound a “relat ively minor” dif f erence bet ween
male and f emale learners wit h f emales making a great er
use of social int eract ion st rat egies.
Polit zer (1983)
Examined ninet y undergraduat e f oreign language
learners, f ound a “relat ively minor” dif f erence bet ween
male and f emale learners wit h f emales making a great er
use of social int eract ion st rat egies.
Polit zer (1983)
Females report ed more f requent st rat egy use t han
males of f ormal pract ice st rat egies, general st udy
st rat egies and conversat ional input elicit at ion
st rat egies
(e.g. asking t o speak slowly, request ing pronunciat ion
correct ion, and guessing what t he speaker will say).
Oxf ord and Nyikos (1989)
Females report ed more f requent st rat egy use t han
males of f ormal pract ice st rat egies, general st udy
st rat egies and conversat ional input elicit at ion
st rat egies
(e.g. asking t o speak slowly, request ing pronunciat ion
correct ion, and guessing what t he speaker will say).
Oxf ord and Nyikos (1989)
5. Females used Social and Met acognit ive st rat egies most ,
Memory t he least ; Males used Met acognit ive and
Compensat ion most , Af f ect ive least
(Hong-Nam & Leavell 2006)
Females used Social and Met acognit ive st rat egies most ,
Memory t he least ; Males used Met acognit ive and
Compensat ion most , Af f ect ive least
(Hong-Nam & Leavell 2006)
Females use signif icant ly more learning st rat egies t han
males
(Green & Oxf ord 1995; Gu 2002; Razak et al. 2012)
Females use signif icant ly more learning st rat egies t han
males
(Green & Oxf ord 1995; Gu 2002; Razak et al. 2012)
I n cont rast , some st udies f ound males t o use learning
st rat egies more t han f emales Males were more likely t o
use a variet y of learning st rat egies t han f emales in a
st udy of adult Viet namese ref ugees
(Tran 1988)
I n cont rast , some st udies f ound males t o use learning
st rat egies more t han f emales Males were more likely t o
use a variet y of learning st rat egies t han f emales in a
st udy of adult Viet namese ref ugees
(Tran 1988)
7. Neither the older nor the younger beginners used more LLS –
quantitative research (Karim & Mohammad, 2013)
The younger beginners seemed to use slightly more LLS than the
older beginners – qualitative research (Karim & Mohammad,
2013)
Neither the older nor the younger beginners used more LLS –
quantitative research (Karim & Mohammad, 2013)
The younger beginners seemed to use slightly more LLS than the
older beginners – qualitative research (Karim & Mohammad,
2013)
Young learners - able to develop native-like pronunciation and
fluency - deploy simple and easy strategies
(Scarcella & Oxford (1992) and Ehrman & Oxford (1995) as cited
in Kamarul & Mohamed Amin, 2012)
Young learners - able to develop native-like pronunciation and
fluency - deploy simple and easy strategies
(Scarcella & Oxford (1992) and Ehrman & Oxford (1995) as cited
in Kamarul & Mohamed Amin, 2012)
8. Secondary school student were generally use cognitive
strategies and that metacognitive strategies were reported by
some more advanced learners.
Omally et al (1985a, 1985b)
Secondary school student were generally use cognitive
strategies and that metacognitive strategies were reported by
some more advanced learners.
Omally et al (1985a, 1985b)
Most primary school children learn English by using
metacognitive strategies and social strategies ranked next in
importance.
Purdie and Oliver (1999)
Most primary school children learn English by using
metacognitive strategies and social strategies ranked next in
importance.
Purdie and Oliver (1999)
10. St rat egy use was af f ect ed by mot ivat ional level inst ead
of a part icular mot ivat ional orient at ion (inst rument al or
int egrat ive)
(MacLeod 2002)
St rat egy use was af f ect ed by mot ivat ional level inst ead
of a part icular mot ivat ional orient at ion (inst rument al or
int egrat ive)
(MacLeod 2002)
St udent s’ mot ivat ion is inf luenced by t heir learning
goals, purposes or reasons of learning t he L2, as well as
clear applicat ion t o real-lif e cont ext s
(Rahimi, Riazi & Saif , 2008)
St udent s’ mot ivat ion is inf luenced by t heir learning
goals, purposes or reasons of learning t he L2, as well as
clear applicat ion t o real-lif e cont ext s
(Rahimi, Riazi & Saif , 2008)
Mot ivat ion most signif icant f act or (f ollowed by
experience st udying English and gender) af f ect ing
choice of LLS
(Khamkhien 2010)
Mot ivat ion most signif icant f act or (f ollowed by
experience st udying English and gender) af f ect ing
choice of LLS
(Khamkhien 2010)
11. Two t ypes of mot ivat ion – f ocus on Language Learning :
(Gardner & Lambert , 1972, as cit ed in Kamarul & Amin,
2012)
Two t ypes of mot ivat ion – f ocus on Language Learning :
(Gardner & Lambert , 1972, as cit ed in Kamarul & Amin,
2012)
Integrative/
Universal – t o
int egrat e wit h
t he language
communit y/ user
s
Integrative/
Universal – t o
int egrat e wit h
t he language
communit y/ user
s
Instrumental/
Concrete – t o
get good
grades, f or
career
development ,
f or leisure
reading
Instrumental/
Concrete – t o
get good
grades, f or
career
development ,
f or leisure
reading
13. St udent s f rom wealt hier f amilies deployed more LLSs
out side classroom and f or exams .
(Kamarul & Mohamed Amin, 2012)
St udent s f rom wealt hier f amilies deployed more LLSs
out side classroom and f or exams .
(Kamarul & Mohamed Amin, 2012)
St udent s wit h higher educat ed parent s generally used
more LLSs and applied t hem out side classroom and f or
exams .
Cognit ive and Social St rat egies (Nazali (1999) in
Kamarul & Mohamed Amin (2012); Kamarul & Mohamed
Amin, 2012)
St udent s wit h higher educat ed parent s generally used
more LLSs and applied t hem out side classroom and f or
exams .
Cognit ive and Social St rat egies (Nazali (1999) in
Kamarul & Mohamed Amin (2012); Kamarul & Mohamed
Amin, 2012)
St udent s f rom more af f luent homes can af f ord t o go t o
t ut orial schools t o st rengt hen t heir learning while
poorer st udent cannot
(Kamarul & Mohamed Amin, 2012 & Tam, 2013).
St udent s f rom more af f luent homes can af f ord t o go t o
t ut orial schools t o st rengt hen t heir learning while
poorer st udent cannot
(Kamarul & Mohamed Amin, 2012 & Tam, 2013).
14. Those who come f rom wealt hier and higher st at us
f amilies are proven t o have higher cognit ive abilit y (I Q)
(Kamarul & Mohamed Amin, 2012)
Those who come f rom wealt hier and higher st at us
f amilies are proven t o have higher cognit ive abilit y (I Q)
(Kamarul & Mohamed Amin, 2012)
People wit h dif f erent socioeconomic st at uses have
dif f erent resources t o support personal development
(Tam, 2013)
People wit h dif f erent socioeconomic st at uses have
dif f erent resources t o support personal development
(Tam, 2013)
16. High-prof iciency st udent s used compensat ion
st rat egies more f requent ly t han ot hers while low-
prof iciency ones used social st rat egies most
(Paul 2011)
High-prof iciency st udent s used compensat ion
st rat egies more f requent ly t han ot hers while low-
prof iciency ones used social st rat egies most
(Paul 2011)
High-level English prof iciency st udent s used more
st rat egies more f requent ly
(Rao 2012)
High-level English prof iciency st udent s used more
st rat egies more f requent ly
(Rao 2012)
17. High-prof iciency – met acognit ive and social st rat egies.
Low-prof iciency – cognit ive and compensat ion st rat egies
(Tat suya, 2002)
High-prof iciency – met acognit ive and social st rat egies.
Low-prof iciency – cognit ive and compensat ion st rat egies
(Tat suya, 2002)
Prof icient learners applied all t ypes of st rat egies more
f requent ly t han t he lower ones.
(Adel, 2011; Farzad, Mahnaz, & NedaSalahshour, 2013).
Prof icient learners applied all t ypes of st rat egies more
f requent ly t han t he lower ones.
(Adel, 2011; Farzad, Mahnaz, & NedaSalahshour, 2013).
Prof icient st udent s used more overall st rat egies, but
signif icant ly more cognit ive, met acognit ive and
af f ect ive st rat egies t han less-prof icient ones.
(Radwan 2011)
Prof icient st udent s used more overall st rat egies, but
signif icant ly more cognit ive, met acognit ive and
af f ect ive st rat egies t han less-prof icient ones.
(Radwan 2011)
18. Adel, A. R. 2011. Ef f ect s of L2 pr of iciency and gender on choice of language lear ning st r at egies
by univer sit y st udent s maj or ing in English. The Asian EFL J our nal Quar t er ly. 13 (1), 114-162.
Fr om ht t p:/ / www.asian-ef l-j our nal.com/ PDF/ Mar ch-2011.pdf # page=114 [Mar ch 25, 2014].
Far zad, S., Mahnaz, S. & NedaSalahshour . 2013. The r elat ionship bet ween language lear ning
st r at egy use, language pr of iciency level and lear ner gender . Pr ocedia-Social and Behaviour al
Sciences 70. 634-643. Fr om
ht t p:/ / linkinghub.elsevier .com/ r et r ieve/ pii/ S1877042813001043 [Mar ch 25, 2014]
Hong-Nam, K. & Leavell, A.G. 2006. Language lear ning st r at egy use of ESL st udent s in an
int ensive Eng-lish lear ning cont ext . Syst em 34: 399–415
Kamar ul Shukr i Mat Teh & Mohamed Amin Embi. 2012. Var iasi Penggunaan St r at egi Pembelaj ar an
Bahasa. Dlm. St r at egi Pembelaj ar an Bahasa, hlm. 79-105. Kuala Lumpur : Pener bit Univer sit i
Malaya
Kar im Sadeghi & Mohammad Taghi At t ar . 2013. The r elat ionship bet ween lear ning st r at egy use
and st ar t ing age of lear ning EFL. Pr ocedia-Social and Behaviour al Sciences 70. 387- 396.
Fr om ht t p:/ / ac.els-cdn.com/ S1877042813000773/ 1-s2.0-S1877042813000773- main.pdf ?
_t id=36c013ce-b0a5-11e3-8861-
00000aab0f 6b&acdnat =1395371118_c98af d0973232170bc0f 6378edcf 21d0 [Mar ch 20,
2014]
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successf ul lear ner s of English as a second language wit h inst r ument al mot ivat ion. J our nal of
Language and Linguist ics 1: 1–13
Mohammad Rahimi, Abdolmehdi Riazi & Shahr zad Saif . 2008. An invest igat ion int o t he f act or s
af f ect ing t he use of language lear ning st r at egies by Per sian EFL lear ner s. Canadian J our nal
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ht t p:/ / j our nals.hil.unb.ca/ index.php/ CJ AL/ ar t icle/ view/ 19915/ 21770 [Mar ch 20, 2014]
O’Malley, J .M., Chamot , A.U., St ewner -Manzanar es Küpper G.L., & Russo, R.P. 1985. Lear ning st r at egies used by
beginning and int er mediat e ESL st udent s. Language Lear ning 35: 21–46
Oxf or d, R. 1994. Language Lear ning St r at egies: An Updat e. ERI C Digest . Fr om
ht t p:/ / f iles.er ic.ed.gov/ f ullt ext / ED376707.pdf [Mar ch 22, 2014]
Paul, P. 2011. Use of language lear ning st r at egies: an invest igat ion of t he use pat t er n of language
lear ning st r at egies of Bangladeshi lear ner s and it s cor r elat ion wit h t he pr of iciency level.
Thesis submit t ed t o t he Depar t ment of English and Humanit ies of BRAC Univer sit y I n
par t ial f ulf illment of t he r equir ement s f or t he degr ee of Mast er of Ar t s in Applied
Linguist ics and ELT
Tam, K. C. 2013. A st udy on Language Lear ning St r at egies (LLSs) of univer sit y st udent s in Hong