5 factors affecting language learning strategies usage
TRANSCRIPT
5 Factors Affecting Language Learning Strategies Usage
Amrien Hamila binti Ma’aropP71692
Prof. Dr. Mohamed Amin Embi
MOTIVATION• Motivation and attitudes are the primary sources
contributing to individual language learning (Gardner, 1985).
• Motivation consists of 4 components: a goal, effort, want and attitudes towards the learning activity (Gardner, 1985).
1
MOTIVATION• Motivation can be classified into 2 orientations of
reasons:– Integrative• the individual’s willingness and interest in having
social interaction with members of the L2 group• occurs when students wish to truly become part of
the culture of the language being learned
– Instrumental• more self-oriented• occurs when students have utilitarian reasons such
as they want to pass exam or they want to get a job
1
MOTIVATION• Both instrumental and integrative orientations lead
to more proficiency, but integrative orientation motivated students to learn more (Gardner & Lambert, 1972).
• Research findings:– Strong positive relationship between learner’s
motivation and appropriate use of LLS (Macaro, 2001; Ehrman, 1990; Oxford & Nyikos, 1989).
1
MOTIVATION• Research findings:– More motivated learners used a significantly greater
range of LLS than less motivated learners (McIntyre & Noels, 1996; Oxford, 1990; Oxford & Nyikos, 1989).
– More motivated learners used more metacognitive strategies than less motivated learners (Khamkhien, 2010).
1
GENDER• Research findings:– Gender differences play a big role in the use of LLS
(Oxford & Nyikos, 1989).
– Females used significantly more LLS than their male counterparts (Zare, 2010; Lee, 2003; Green & Oxford, 1995; Ehrman & Oxford, 1989; Politzer, 1983).
– Female learners used memory, metacognitive and social strategies most and memory strategies the least, while males favored the use of metacognitive and compensation strategies most and affective strategies the least (Hong-Nam & Leavell, 2006).
2
GENDER• Research findings:– Male participants used more LLS in listening and writing
activities inside class, out-out-class and for examinations whereas females used more language learning strategies in reading inside class and for examinations (Zamri, 2004).
– In contrast, some studies found that male used more
language learning strategies than their female counterparts (Wharton, 2000; Tran, 1988).
– No significant difference in the use of language learning
strategies between females and males (Chou, 2002; Chang, 1990).
2
LEVEL OF PROFICIENCY• Research findings:– More proficient learners were associated with an
increased use of both direct and indirect strategies (Rahimi et al., 2008; Chen, 2002; Park, 1997; Green & Oxford, 1995; Chang, 1990).
– Cognitive and metacognitive strategies showed high correlations with high language proficiency levels (Peacock & Ho, 2003; Ku, 1995).
– Translation strategy was used more by beginners, whereas contextualization was used more by the intermediate level students (O’ Malley et al., 1985).
3
LEVEL OF PROFICIENCY• Research findings:– Low proficiency students employed more
communication strategies than high proficiency students whereas high proficiency students mainly employed linguistic-based communication strategies (Chen, 1990).
– Compensation strategies were favored more by low proficiency students (Chen, 2002).
3
AGE• Research findings:– Young children employed strategies in a task-specific
manner, while older children and adults make use of generalized strategies, which they employed more flexibly (Ellis, 1994).
– Younger beginners students used more LLS than the older beginners and the former used more of the cognitive strategies but fewer compensation strategies than the latter (Karim & Zainab, 2013).
4
LEARNING STYLES• Research findings:– Individual’s learning style preferences influence the
type of LLSs they use (Rossi-Le, 1995 & Ehrman & Oxford, 1990).
– Extroverts show a strong preference for social strategies while introverts use metacognitive strategies more frequently (Ehrman & Oxford, 1990).
– Learners who favor group study were shown to use social and interactive strategies, such as working with peers or requesting clarification (Rossi-Le, 1995).
5
ReferencesKamarul Shukri, M. T. & Mohamed Amin, E. (2010). Strategi Pembelajaran
Bahasa. Kuala Lumpur: Penerbit Universiti Malaya
Karim, S. & Zainab, A. K. (2013). Learners’ starting age of learning EFL and use of language learning strategies. English Language Teaching, 6(1), pp. 28-34.
Khamkhien, A. (2010). Factors affecting language learning strategy reported usage by Thai & Vietnamese EFL learners. Electronic Journal of Foreign Language Teaching, 7(1), pp. 66-85.
Rahimi, M., Riazi, A. & Saif, S. (2008). An investigation into the factors affecting the use of language learning strategies by Persian EFL learners. Canadian Journal of Applied Linguistics, 11(2), pp. 31-60.