Task 7: Factors Affecting LLS
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Five key factors that affect language learning strategies are identified: motivation, gender, cultural background, attitudes and beliefs, and type of tasks. Motivation and gender influence the variety of strategies used, with motivated and female students using a wider array. Cultural background can determine strategies like memorization. Learners' attitudes and beliefs strongly impact their strategy use, while the nature of the task determines suitable strategies. Additional factors are age/level and learning style, which also guide students' strategy choices. Tolerance of ambiguity further influences the diversity and flexibility of strategies employed.
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GV1244 - Learner Strategies
There are five factors that affect the usage of language learning strategies: gender, motivation, experience, background, and attitude. Gender differences mainly influence cognitive functions, but females tend to be more productive and implement strategies more frequently. Motivation is a major influence, but what motivates learners varies. Experience helps the learning process, while background refers to strategies routinely used in one's cultural context. A positive attitude facilitates effective strategy use and language acquisition.
Slides - MELTA 2013 Presentation Topic
Exploring differences in motivation between students who excelled and under performed in learning English Language
Factors affecting lls usage
Several studies have found that females report using language learning strategies more frequently than males. Specifically, females have been found to use memory, metacognitive, social, and self-management strategies more than males. Higher motivation and language proficiency have also been linked to increased strategy use. Personality traits like extroversion and self-esteem may also impact second language acquisition, particularly for literacy skills.
Factors Affecting LLS
This document discusses 5 factors that affect second language learning: 1) Aptitude, including natural ability and skills, which Gardner and Skehan found to be a major determinant of success. Some learners struggle with word functions and applying grammar rules. 2) Motivation, as unmotivated learners who don't see a need to use the second language are less likely to adopt learning strategies. 3) Learning difficulties, as second languages are not linked to intelligence, so some with difficulties can still succeed. 4) Proficiency, with both low and high proficiency learners using communication strategies effectively, though in different ways. 5) Gender, as females reportedly use social and metacognitive strategies more, while males favor metac
5 factors affecting lls usage
5 factors that affect language learning strategy (LLS) usage are outlined:
1. Age - Younger beginners tend to use more LLS than older beginners. Young learners can develop native-like pronunciation while adults grasp syntax and morphology faster.
2. Gender - Males favor metacognitive and compensation strategies, females use social and metacognitive strategies more. Females also use formal practice strategies more.
3. Parents' academic background - Students with highly educated parents use more LLS due to extra preparation and resources at home.
4. Motivation - Motivation and attitudes are primary contributors to language learning. Factors like goals, effort, wants and learning attitudes affect
Factors affecting second language strategy use
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.
5 Factors that Affect LLS
This document discusses 5 factors that affect language learning strategies: 1) Learners' level of language proficiency, with more proficient learners using a wider variety of strategies. 2) Motivation, with more motivated learners adopting and using strategies more frequently. 3) Learning style, with extroverts preferring social strategies and introverts using metacognitive strategies more. 4) Gender, with some studies finding females using more strategies overall than males. 5) Experiences studying the language, with factors like time spent abroad influencing strategy use.
Ma1 a4 plan
Julie Robinson has identified that seating arrangements may impact the behavior and engagement of low attaining students in her English class. Specifically, she notes that boys often distract girls, hindering their development and learning. Her research topic will explore how different seating arrangements—following the school's boy/girl policy, grouping by attainment, or student choice—affect off-task behavior and work quality for a Year 7 set. To study this, she will have students complete literacy tasks under the various seating structures, collect data through questionnaires, focus groups, observations, and assessing student work. The goal is to determine if seating can influence behavior and learning outcomes.
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There are five factors that affect the usage of language learning strategies: gender, motivation, experience, background, and attitude. Gender differences mainly influence cognitive functions, but females tend to be more productive and implement strategies more frequently. Motivation is a major influence, but what motivates learners varies. Experience helps the learning process, while background refers to strategies routinely used in one's cultural context. A positive attitude facilitates effective strategy use and language acquisition.
Slides - MELTA 2013 Presentation Topic
Exploring differences in motivation between students who excelled and under performed in learning English Language
Factors affecting lls usage
Several studies have found that females report using language learning strategies more frequently than males. Specifically, females have been found to use memory, metacognitive, social, and self-management strategies more than males. Higher motivation and language proficiency have also been linked to increased strategy use. Personality traits like extroversion and self-esteem may also impact second language acquisition, particularly for literacy skills.
Factors Affecting LLS
This document discusses 5 factors that affect second language learning: 1) Aptitude, including natural ability and skills, which Gardner and Skehan found to be a major determinant of success. Some learners struggle with word functions and applying grammar rules. 2) Motivation, as unmotivated learners who don't see a need to use the second language are less likely to adopt learning strategies. 3) Learning difficulties, as second languages are not linked to intelligence, so some with difficulties can still succeed. 4) Proficiency, with both low and high proficiency learners using communication strategies effectively, though in different ways. 5) Gender, as females reportedly use social and metacognitive strategies more, while males favor metac
5 factors affecting lls usage
5 factors that affect language learning strategy (LLS) usage are outlined:
1. Age - Younger beginners tend to use more LLS than older beginners. Young learners can develop native-like pronunciation while adults grasp syntax and morphology faster.
2. Gender - Males favor metacognitive and compensation strategies, females use social and metacognitive strategies more. Females also use formal practice strategies more.
3. Parents' academic background - Students with highly educated parents use more LLS due to extra preparation and resources at home.
4. Motivation - Motivation and attitudes are primary contributors to language learning. Factors like goals, effort, wants and learning attitudes affect
Factors affecting second language strategy use
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.
5 Factors that Affect LLS
This document discusses 5 factors that affect language learning strategies: 1) Learners' level of language proficiency, with more proficient learners using a wider variety of strategies. 2) Motivation, with more motivated learners adopting and using strategies more frequently. 3) Learning style, with extroverts preferring social strategies and introverts using metacognitive strategies more. 4) Gender, with some studies finding females using more strategies overall than males. 5) Experiences studying the language, with factors like time spent abroad influencing strategy use.
Ma1 a4 plan
Julie Robinson has identified that seating arrangements may impact the behavior and engagement of low attaining students in her English class. Specifically, she notes that boys often distract girls, hindering their development and learning. Her research topic will explore how different seating arrangements—following the school's boy/girl policy, grouping by attainment, or student choice—affect off-task behavior and work quality for a Year 7 set. To study this, she will have students complete literacy tasks under the various seating structures, collect data through questionnaires, focus groups, observations, and assessing student work. The goal is to determine if seating can influence behavior and learning outcomes.
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This document discusses factors that affect language learning strategies, including gender, motivation, age, learning style, and cultural background. It finds that females tend to use more language learning strategies and provide more comprehensible input than males. Motivation plays a huge role, and having integrativeness and positive attitudes leads to being a highly motivated and efficient strategy user. Younger learners tend to use cognitive and social strategies more while older learners use metacognitive strategies more. Learning style also influences strategy use, with extroverts favoring social strategies and introverts favoring metacognitive strategies. Different cultural backgrounds are associated with preferences for certain types of strategies.
Factors Affecting Language Learning Strategies (LLS)
This document discusses 5 factors that affect language learning strategies: gender, motivation, language proficiency, age, and learning style. It provides details on each factor: Gender differences show females tend to use strategies more frequently than males. Highly motivated learners use strategies more than less motivated learners. Higher proficiency learners employ strategies more than lower proficiency learners. Adults have advantages in strategy use over children due to more experience. And learning styles influence what strategies learners select.
Assessments in literacy(voice)
1) Early identification of reading difficulties is critical to prevent long-term academic problems. A preventative model of intervention is preferable to remedial intervention after issues have developed.
2) Students who struggle with reading are at risk for various academic, behavioral, social, and emotional difficulties, and some may be identified as having a learning disability.
3) A three-step framework is outlined for assessing students with reading problems and developing intervention plans, beginning with classroom assessment and moving to formal testing and individualized programming if needed.
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 that affect language learning strategies
There are several key factors that affect language learning strategies:
1. Personality - Introverts are less likely to experiment with new language, while extroverts are risk-takers who actively use the language in various situations.
2. Age - Children are more capable of gaining a native-like accent and tend to master pronunciation and grammar better than adults due to their young minds. Adults have an advantage in learning grammar more quickly initially.
3. Social-psychological factors - Motivation, attitudes, teachers' expectations, parents' and peers' attitudes can all positively or negatively influence language learning. Females tend to use social and metacognitive strategies more frequently, while males prefer metacognitive
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This document discusses factors that affect language learning strategies, including age, personality, cognitive/learning style, motivation, and confidence. Regarding age, children are more likely to achieve higher levels of proficiency in pronunciation and grammar than adults. Personality factors like self-esteem, extroversion, and anxiety levels also influence language learning. Cognitive/learning style refers to an individual's preferred way of processing information, and different styles respond better to certain teaching techniques. Motivation determines the strategies learners use, as motivated learners find ways to improve. Finally, confidence allows learners to achieve their goals with less difficulty communicating and learning.
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This document outlines a framework for assessing and planning programs for students experiencing significant difficulties in reading. It consists of a 3-step process: 1) Classroom teachers collect information and develop intervention plans, 2) if difficulties continue, a team is established to create expanded intervention plans or arrange formal assessments, and 3) formal assessments are reviewed to create personalized program plans, which are implemented and monitored for student success. The overall goal is to determine the most effective instruction and ongoing support for students struggling with reading through classroom-based and formal assessments.
5 factors affecting learners language strategies!
1) Motivation is a key factor influencing language learners' strategy use, with more motivated learners using strategies more frequently and adopting a wider range of strategies.
2) Proficiency level also impacts strategy use, with intermediate learners favoring metacognitive strategies and beginners using translation more, and high proficiency learners using cognitive and metacognitive strategies more.
3) Other learner characteristics like learning style preferences, gender, and length of time studying a language can influence the language learning strategies adopted. Females and those studying longer tend to use a greater variety of strategies.
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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.
Slidshare
The document discusses several studies on language learning strategies and motivation. Wong & Filmore (1979) found that cognitive and social strategies are important for young children's language development. Chesterfield and Chesterfield (1985) found that children first develop receptive strategies like repetition and then strategies for interaction like attention getting. Gardner (1985) identified motivation and attitudes as primary sources of language learning, consisting of goals, effort, wants and attitudes. Oxford & Nyikos (1989) and Politzer (1983) found that females tend to use language learning strategies like social interaction and formal practice more frequently than males. Politzer & mcgroarty (1985) and O’malley & Chamot (1990) found that Asian learners
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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.
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This document discusses Response to Intervention (RTI), focusing on implementation at the primary level. It provides a brief history of RTI, outlining its origins in the 1970s-80s and its establishment as a framework in the 2004 reauthorization of IDEA. The summary describes the multi-tiered RTI framework, including universal screening and differentiated instruction at Tier 1, more targeted small group interventions at Tier 2, and individualized interventions and evaluations at Tier 3. It also lists some advantages and disadvantages of the RTI model.
FACTORS THAT AFFECT LANGUAGE LEARNING STRATEGIES.
There are several factors that affect language learning strategies:
1. Gender differences - females tend to use strategies more frequently than males, preferring social and metacognitive strategies, while males prefer metacognitive and compensation strategies.
2. Motivation - highly motivated learners are more likely to use a variety of strategies according to several studies. Motivation also influences how long learners sustain activity and how hard they pursue learning.
3. Experiences studying languages - experiences like studying abroad influence students' learning styles and actual language ability according to some research.
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The document discusses several factors that affect language learning, including learner characteristics, age, gender, aptitude, motivation, personality, cognitive/learning styles, hemisphere specialization, and learning strategies. It notes that understanding these learner characteristics allows teachers to help students develop positive traits and tailor their teaching approaches to better support different students. Age in particular plays a major role in decisions around how and what to teach, as children, adolescents, and adults learn differently and benefit from different teaching techniques due to variations in maturity levels.
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The document discusses several factors that can affect success in second language acquisition, including motivation, aptitude, personality, intelligence, and learner preferences. It describes research that attempted to correlate these learner characteristics with L2 proficiency by administering questionnaires and proficiency tests. However, precisely measuring qualities like personality is difficult. Motivation in particular has been extensively studied but the relationship between motivation and success is complex, with the possibility that both influence each other. The document also discusses individual differences in learning styles and beliefs that teachers can take into account.
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Factors affecting LLS
This document discusses factors that affect language learning strategies, including gender, motivation, age, learning style, and cultural background. It finds that females tend to use more language learning strategies and provide more comprehensible input than males. Motivation plays a huge role, and having integrativeness and positive attitudes leads to being a highly motivated and efficient strategy user. Younger learners tend to use cognitive and social strategies more while older learners use metacognitive strategies more. Learning style also influences strategy use, with extroverts favoring social strategies and introverts favoring metacognitive strategies. Different cultural backgrounds are associated with preferences for certain types of strategies.
Factors Affecting Language Learning Strategies (LLS)
This document discusses 5 factors that affect language learning strategies: gender, motivation, language proficiency, age, and learning style. It provides details on each factor: Gender differences show females tend to use strategies more frequently than males. Highly motivated learners use strategies more than less motivated learners. Higher proficiency learners employ strategies more than lower proficiency learners. Adults have advantages in strategy use over children due to more experience. And learning styles influence what strategies learners select.
Assessments in literacy(voice)
1) Early identification of reading difficulties is critical to prevent long-term academic problems. A preventative model of intervention is preferable to remedial intervention after issues have developed.
2) Students who struggle with reading are at risk for various academic, behavioral, social, and emotional difficulties, and some may be identified as having a learning disability.
3) A three-step framework is outlined for assessing students with reading problems and developing intervention plans, beginning with classroom assessment and moving to formal testing and individualized programming if needed.
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 that affect language learning strategies
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 that affect LLS.
This document discusses factors that affect language learning strategies, including age, personality, cognitive/learning style, motivation, and confidence. Regarding age, children are more likely to achieve higher levels of proficiency in pronunciation and grammar than adults. Personality factors like self-esteem, extroversion, and anxiety levels also influence language learning. Cognitive/learning style refers to an individual's preferred way of processing information, and different styles respond better to certain teaching techniques. Motivation determines the strategies learners use, as motivated learners find ways to improve. Finally, confidence allows learners to achieve their goals with less difficulty communicating and learning.
Assessments in literacy
This document outlines a framework for assessing and planning programs for students experiencing significant difficulties in reading. It consists of a 3-step process: 1) Classroom teachers collect information and develop intervention plans, 2) if difficulties continue, a team is established to create expanded intervention plans or arrange formal assessments, and 3) formal assessments are reviewed to create personalized program plans, which are implemented and monitored for student success. The overall goal is to determine the most effective instruction and ongoing support for students struggling with reading through classroom-based and formal assessments.
5 factors affecting learners language strategies!
1) Motivation is a key factor influencing language learners' strategy use, with more motivated learners using strategies more frequently and adopting a wider range of strategies.
2) Proficiency level also impacts strategy use, with intermediate learners favoring metacognitive strategies and beginners using translation more, and high proficiency learners using cognitive and metacognitive strategies more.
3) Other learner characteristics like learning style preferences, gender, and length of time studying a language can influence the language learning strategies adopted. Females and those studying longer tend to use a greater variety of strategies.
Learning style by Mam eva
The document discusses various topics related to language learning, including learning styles, characteristics of different age groups, aptitude, learner styles, characteristics of good learners, multiple intelligences, and learning modalities. It notes that students have different learning styles and intelligences, and that lessons should incorporate visual, auditory, and kinesthetic activities to engage different types of learners.
Task 7 - Factors that Affect Language Learning Strategies
The document discusses five factors that can affect language learning strategies: gender, cultural background, motivation, learning styles, and experiences studying a language. It provides several studies that examine the relationship between these factors and strategy use. For example, some studies found that females and students from Asian backgrounds tend to prefer memorization and structured approaches more while others found no significant differences in strategy use based on gender. Motivation level and preferences for group work versus individual study were also found to impact learning strategy selection. Experience studying languages abroad was also noted as shaping students' thought processes and abilities.
Slidshare
The document discusses several studies on language learning strategies and motivation. Wong & Filmore (1979) found that cognitive and social strategies are important for young children's language development. Chesterfield and Chesterfield (1985) found that children first develop receptive strategies like repetition and then strategies for interaction like attention getting. Gardner (1985) identified motivation and attitudes as primary sources of language learning, consisting of goals, effort, wants and attitudes. Oxford & Nyikos (1989) and Politzer (1983) found that females tend to use language learning strategies like social interaction and formal practice more frequently than males. Politzer & mcgroarty (1985) and O’malley & Chamot (1990) found that Asian learners
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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.
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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.
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Response to Intervention (RTI) is a multi-tiered system of support for providing high-quality instruction and interventions matched to student needs in order to improve learning for all students. It involves three tiers of intervention with increasing levels of intensity, with 80% of students receiving core instruction at Tier 1, 15% receiving supplemental interventions at Tier 2, and 5% receiving intensive interventions at Tier 3. The goals of RTI include preventing academic problems by addressing skill gaps early and determining eligibility for special education. Data on student progress is collected throughout the tiers to make decisions about instruction and intervention.
Response to intervention
This document discusses Response to Intervention (RTI), focusing on implementation at the primary level. It provides a brief history of RTI, outlining its origins in the 1970s-80s and its establishment as a framework in the 2004 reauthorization of IDEA. The summary describes the multi-tiered RTI framework, including universal screening and differentiated instruction at Tier 1, more targeted small group interventions at Tier 2, and individualized interventions and evaluations at Tier 3. It also lists some advantages and disadvantages of the RTI model.
FACTORS THAT AFFECT LANGUAGE LEARNING STRATEGIES.
There are several factors that affect language learning strategies:
1. Gender differences - females tend to use strategies more frequently than males, preferring social and metacognitive strategies, while males prefer metacognitive and compensation strategies.
2. Motivation - highly motivated learners are more likely to use a variety of strategies according to several studies. Motivation also influences how long learners sustain activity and how hard they pursue learning.
3. Experiences studying languages - experiences like studying abroad influence students' learning styles and actual language ability according to some research.
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Factors Affecting Language Learning Strategy
This document discusses several key factors that can affect the language learning strategies used by students:
1) Gender - Females tend to use more formal language learning strategies like analyzing words, while males use fewer strategies overall.
2) Motivation - Higher motivation leads students to use more strategies to achieve mastery of the language.
3) Beliefs - Students' beliefs about effective language learning and their own abilities influence their strategy use. Those with more positive beliefs use more strategies.
Factors affecting language learning strategy usage
Learners' language proficiency, motivation, learning style, gender, and years of language learning can all impact their use of language learning strategies. Students with higher proficiency tend to use more direct and indirect cognitive and metacognitive strategies, while less proficient students rely more on communication strategies. Highly motivated learners employ strategies more often than less motivated peers. Individual learning styles also influence strategy selection, and females generally use strategies more frequently than males. The longer one studies a language, the more their strategy use is affected.
Article . ihtsham
1) The study investigated differences in language learning strategies between male and female students. It found that female students tend to use memory, cognitive, affective, meta-cognitive, and compensation strategies more than male students. However, male students tended to use communication strategies more than female students.
2) Interviews with students supported the results from the questionnaire. Female students reported using memory, cognitive, affective, meta-cognitive, and compensation strategies more, while male students reported using communication strategies more.
3) The conclusion was that gender differences exist in language learning strategy use, with females using most strategies more than males except for communication strategies, which males tended to use more.
Language learning strategies
The document discusses 5 important factors that affect second language learners' strategy use:
1. Age and educational level, as primary students tend to rely on memorization while secondary students expand their strategies through activities.
2. Type of task, as different tasks require different learning strategies like paraphrasing passages or mind maps for keywords.
3. Individual learning styles, as visual, auditory and kinesthetic learners benefit from tailored strategies.
4. Attitudes and beliefs, as positive attitudes and beliefs foster strategy use and skill development while negative views hamper the learning process.
5. Social factors, as learners are influenced by peers, teachers and family in adopting strategies like notetaking or study groups
most
The most important factors affecting second language strategy use are:
1) Gender - Females generally report greater overall strategy use than males.
2) Motivation - More motivated students tend to use more strategies, especially related to career goals.
3) Culture - Rote memorization is more common among some Asian students and in certain cultures.
Factors affecting language learning strategies
This document discusses several factors that affect language learning strategies: language proficiency level, motivation, learning style, gender, and age. Regarding proficiency level, studies found that more proficient learners use more cognitive and metacognitive strategies, while beginners rely more on translation. Motivation also influences strategy use, with more motivated learners adopting strategies more frequently. Learning style impacts strategy selection, such as introverts preferring metacognitive strategies. Gender differences show females using compensation and affective strategies more, while males favor metacognitive and compensation strategies. Younger learners progress from receptive to communicative strategies, and some advanced secondary students favor metacognitive strategies.
Factors Affecting LLS
This document discusses several factors that affect language learning strategies, including age, gender, motivation, proficiency level, and socioeconomic status. Older, more proficient, and female learners tend to use more strategies and cognitive strategies more often. Motivation also influences strategy use, with more motivated learners using more strategies. Learners from higher socioeconomic backgrounds tend to perform better and use social strategies more frequently. The strategies used depend on factors like age, gender, proficiency level and motivation of the language learners.
Factors affecting LLS
The document discusses factors that affect language learning strategies, including motivation, attitude and beliefs, age, social factors, and gender. Motivated students with positive attitudes are more likely to develop effective language learning strategies. Age influences strategies, as older students generally have more developed thinking skills and longer exposure to language learning. Social support from family, peers, and community helps students feel more confident practicing and improving their language skills. Research also suggests females may be more likely to use metacognitive strategies, while males tend to employ more language learning strategies overall.
Factors affecting LLS
This document discusses factors that affect language learning strategies, including motivation, attitude and beliefs, age, social factors, and gender. Motivated students are more creative in developing strategies and using language. Positive attitudes and beliefs towards a new language help students succeed. Age influences strategies, as older students generally have better strategies due to maturity and experience. Social factors like family support and peer interactions also impact strategy use. While research is limited, females may be more likely to use metacognitive strategies, and males tend to use more strategies overall.
Learning strategies
1. The document discusses Stern's classification of learning strategies, which divides strategies into 5 categories: management and planning, cognitive, communicative/experiential, interpersonal, and affective.
2. Within each category are examples of specific strategies like goal-setting, memorization, asking questions, interacting with native speakers, and building confidence.
3. Effective learners are found to use a variety of strategies appropriately for the task and are aware of how and why they use different strategies. Less effective learners apply strategies randomly without purpose.
5 factors affecting lls use
Five factors that affect language learning strategy use are:
1) Motivation - More motivated students use more strategies and choose strategies related to their motivational orientation like career goals.
2) Gender - Females generally use more strategies than males and engage more in social interactions outside class.
3) Age - Younger learners use simpler strategies while older students use more advanced strategies.
4) Socioeconomic status - Higher family income and parents' academic background provide resources and role models that facilitate learning.
5) Attitude and beliefs - Positive attitudes and beliefs boost confidence and openness to strategies, while negative ones limit strategy use and orchestration.
Need analysis
The document discusses conducting a needs analysis for an ELT curriculum. It provides information on the purpose of needs analysis, who should be involved in the process, and what types of information should be gathered. Specifically, it outlines that needs analysis is meant to determine students' language needs, identify strengths and weaknesses, and check if existing courses adequately address needs. It discusses targeting the right groups, sampling techniques, and gathering information on problems, priorities, abilities, attitudes and potential solutions.
5 factors affecting LLS
Five factors that affect language learning strategies are:
1) Gender - Females tend to use compensation, affective, and metacognitive strategies more than males.
2) Motivation and attitudes - Motivation comes from instrumental reasons like career goals or integrative reasons like wanting to immerse in the culture.
3) Learning style - Analytic learners prefer strategies like rule-learning while global learners use meaning-finding strategies.
4) Aptitude - Aptitude includes abilities like identifying sounds, understanding word functions, figuring out grammar rules, and memorizing words.
5) Personality - Traits like extroversion, inhibition, anxiety, and self-esteem can
Factors affecting language learning strategies
This document summarizes several key factors that affect language learning strategies: sex, motivation, age, beliefs, and level of proficiency. Motivation greatly influences the strategies used, with higher motivation linked to more strategy use. Age can impact suitable strategies, and beliefs about language learning also influence strategies selected. Higher proficiency generally corresponds with greater variety of language learning strategies used.
Mixed abilities classes
The document discusses several factors that contribute to the diversity of students in mixed-ability language classes, including differing motivations, linguistic abilities, learning styles, educational backgrounds, available time to study, anxiety levels, and more. Students' reasons for taking the class may change over time, their language learning experience and skills vary greatly, and they have different preferences in terms of learning approaches. Managing a classroom with such a variety of student needs and characteristics can be challenging for teachers.
5 factors affecting lls
This document discusses 5 key factors that affect language learning strategies:
1. Aptitude, which refers to an individual's innate ability for language learning. Studies have shown aptitude is a major determinant of success.
2. Motivation, as motivated learners expend more effort and are persistent. Lack of need for a language can reduce motivation.
3. Proficiency level, as more proficient learners tend to use strategies more effectively. Teachers can help less proficient students through strategy use.
4. Cultural background, as learners often choose strategies compatible with their culturally influenced learning styles. One study found Hispanics favored social strategies.
5. Learning styles, such as introverts prefer
Factors affect language learning strategies
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
Lls
Five factors that affect language learning strategies are: gender, motivation, experience, proficiency level, and target language. Studies have found that females and males differ in their use of strategies. Motivation can be instrumental, involving practical goals like exams, or integrative, involving social interaction. Learners with more experience studying abroad and at higher proficiency levels use strategies more frequently. The target language also influences strategy selection, as some strategies are better suited to certain languages.
Reading Buddies: A Mutually Beneficial Partnership
This document summarizes a presentation about a partnership between a university's reading foundations course and an elementary school. The course aims to give teacher candidates hands-on experience applying reading pedagogy. Through the "Reading Buddies" program, candidates work one-on-one with K-3 students at the school to provide individualized reading support. The partnership benefits both the candidates, who gain clinical experience, and the students, who receive extra reading assistance. The document outlines course goals, the school's student demographics, examples of assessments used, and advocates for clinical practice being central to teacher preparation.
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.
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Task 7: Factors Affecting LLS
- 1. 5 FACTORS AFFECTING LANGUAGE LEARNING STRATEGIES BY: AIZAT BIN ADNAN (A143820)
- 2. TOLERANCE OF AMBGUITY MOTIVATION GENDER LEARNING STYLE 5 Factors Affecting Language Strategies CULTURAL BACKGROUND AGE & LEVEL TYPE OF TASKS ATTITUDEs & BELIEFS
- 3. MOTIVATION The more motivated students prone to use a wide array of strategies than less motivated students. The precise reason for studying the language such as motivational orientation, especially related to career field was essential in the choices of strategies.
- 4. GENDER • Females use a wide variety of strategy use compare to males. • But in certain strategy, males have surpassed females.
- 5. Cultural Background • Major Asian students use rote memorization technique and other type of memorization, compare to student from other cultural background. • Certain other cultures also appeared to foster this strategy among learner.
- 6. Attitudes & Beliefs • Attitudes and beliefs have been reported to have an overwhelming effect to the learner when choosing strategy. • Negative attitude and beliefs regularly cause feeble strategy use.
- 7. Type of Tasks • Determination of strategy naturally engaged are helped by the essence of the task.
- 8. Age & Level • Students that have different level of language learning & ages used different strategies. • Older and advanced students used a particular type of strategies than younger & beginner students.
- 9. Learning Style • Learning style or common approach to language always determined the choice of language learning strategies. • For instance, global students used strategies to find interpretation (guessing, scanning, predicting) and to converse without knowing all the words (paraphrasing, gesturing), analytic-style students would go for strategies such as contrastive analysis, rule-learning, and dissecting words and phrases.
- 10. Tolerance of Ambiguity • Students that is lack of tolerance towards ambiguity occasionally use uniform learning strategies. • Students that is tolerance to ambiguity use notable different learning strategies. strategies
- 11. THE END