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.

2. 1) MOTIVATION
2) AGE
3) GENDER
4) ETHNICITY AND
CULTURAL
BACKGROUND
5) INTELLIGENCE

3. MOTIVATION

4. motivation

Motivation is the psychological feature that arouses an organism to action
toward a desired goal and elicits, controls, and sustains certain goal directed
behaviors.

For students,they look at the teachers as the motivator to them.

When receive teacher's motivation, the students will be more inspire and
believe that they can do it and not look hard at the language learning.

Teachers encourage students to seek opportunities in their lives that will
help in learning the language.

5. 
There are many specific actions teacher can use to motivate the students.
In general,these are the two categories..(Huitt, 2001)

Intrinsic

* Explain or show why learning a particular content or skill is important

* Create and/or maintain curiosity

* Provide a variety of activities and sensory stimulations

* Provide games and simulations

* Set goals for learning

* Relate learning to student needs

* Help student develop plan of action

Extrinsic

* Provide clear expectations

* Give corrective feedback

* Provide valuable rewards

* Make rewards available

6. 
Learners also need self-motivation and need passion in that language.

Be honest with yourself and you'll find your motivation

Motivation is the thing that cause you to take action and apply commitment
and effort needed to do something.

The work conducted by Gardner in the area of motivation was largely
influenced by Mowrer (1950, cited in Larson-Freeman and Long 1994),
whose focus was on first language acquisition. Mowrer proposed that a
child's success when learning a first language could be attributed to the
desire to gain identity within the family unit and then the wider language
community.

8. AGE

9. 
Some people said that younger children can adapt to 2nd language if they
are immersed in the culture that speaks it. But older learners are not that
bad.

According to researches done on the topic, given the same amount of input,
adults can proceed to learn a new language faster than children.

However, is that children learning a second language usually end up having
more time to invest in their learning. Unlike their dads or moms

the impression that they learn at a more impressive pace than older
individuals.

The general consensus in language research is that:
1. Adults learn a second language much better than children.
2. Older children learn a second language better than younger children.
3. The earlier one starts in second language learning, the more fluent they
become.

the third one can be the most telling. While people can acquire a new
language at any age, it's usually the ones who start young that end up with
proficiency comparable to native speakers. Those starting as adults do
demonstrate an edge in the beginning, but it's those who start younger that
develop higher levels of mastery down the line
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11. GENDER

12. 
A number of studies reported significantly more use of learning strategies than
their male counterparts (e.g. Goh & Kwah, 1997; Green & Oxford, 1995; Gu
2002).

These studies postulated that female students used Compensation and
Affective strategies more frequently than male ones.

Some studies designate that males used learning strategies more than females
when learning a language (Tran, 1988; Wharton, 2000).

In terms of gender difference, the finding showed that males used a greater
number of strategies significantly more often than females.

Other studies pointed out that gender might not be one of key variables
affecting the choices of language learning strategies. For example, Griffiths
(2003) investigated the relationship between course level and frequency of
language learning strategies used by 114 male students and 234 females.
Employing the 50-item SILL, a significant relationship between strategy use and
course level was found and there was no statistically significant differences
according to either gender or age with strategy use.

Congruent with Griffiths’ findings, Ma (1999) revealing that gender had no
significant effect on the choices of such strategies.

More studies are needed to verify the role of gender in determining
learning strategies since there was many differences in results from
the past studies.

13. ETHNICITY
AND
CULTURAL BACKGROUND

14. 
An understanding of other cultures and a sensitivity to these issues may
enhance the learning process by fostering a positive attitude in the learner
(Willing, 1988).

Issues such as dress code, religious events, female or male teachers/trainers,
responsibility for family and previous classroom experience, may all impact on a
learner’s ability to attend class, to concentrate, to complete homework and to
participate in activities.

Craig (2001) suggests that language and culture as Intermeshed so where
learners are from a language other than English background it is important for
the teacher/trainer to address the issue of culture in the practices of the
classroom.

This may be as simple as acknowledging that different cultural or ethnic groups
may value different text types and writing styles.

Learning a second language can be affected by the patterns of the first
language. This is referred to as linguistic interference. There can be some
blending of phonemes.

For instance, most Americans who learn French in high school or college
pronounce French words with a distinctive American accent. Grammar can also
be affected. English speakers who learn both French and Spanish sometimes
combine grammatical rules of both when speaking either of them. Linguistic
interference can also be a problem in learning and using another dialect of a
language you already know.

15. INTELLIGENCE

16. 
Everyone learns at different rates and in different ways and it is very difficult to
separate innate ability from environmental factors. McCormack and Pancini
(1990) suggest that teachers “need to debunk the idea that intelligence is a fixed
attribute of a person”. They argue that “intelligence is an attribute of actions, not
of people.

In relation in 2nd language learning Lightbown & Spada (1999) have found that
it seems that intelligence is important in learning language analysis and rules.

Intelligence :
- The ability to meet and adapt to novel situations quickly and effectively.
- The ability to utilize abstract concepts effectively.
- The ability to grasp relationship and to learn quickly.

The great intelligence give more progress to the learning process.

17. -The End-