5 factors affecting learners language strategies!
TRANSCRIPT
5 factors affecting learners language strategies! :3
Number 1!
Motivation
Motivation
Carnegie Mellon
• Students will be more motivated if they know what goals are they working towards.
• No goals means that they would not have the spirit to learn because there are no target to achieve.
Motivation is divided into two(Kendra Cherry)
INTRINSIC • Own satisfaction• Performing an
activity for the sake of its own sake rather than external reward.
EXTRINSIC
• We are motivated to do something to get reward or to avoid a punishment.
Mc Intyre and Noels (1996)
• More motivated learners used more LLS and they tend to use it more frequently compared to the less motivated learners.
• Motivated learner adopt more LLS and used them more frequent compared to the less motivated.
Oxford and Nyikos (1989)
• Motivation is an important factor influencing the LLS usage.
Tamada (1996)
• Integrative and instrumental motivation had a significant effect on learner’s choice of LLS.
Number 2!
LEVEL OF INTELLIGENCE
O’Malley et al (1985b)
• Intermediate student uses more metacognitive strategies than the beginner.
• Translation strategies was used more by beginners.
Chen (1990)
• Low-proficiency students employed more communication strategies than the high-proficiency ones.
Chen (2002)
• Cognitive and metacognitive strategies showed very high correlations with the proficiency level of the participants and were used by high-proficiency learners.
• Compensation strategies favored by both high- and low-proficiency students with the low-proficiency students outperforming the high-proficiency students in their use of such strategies.
NUMBER 3!
LEARNINGSTYLES!
(Ehrman and Oxford, 1990 ; Rossi- Le, 1995; among others)
• Individual’s learning styles preferences influence the type of LLS they use.
Rossi- Le (1995)
• Learners who favors group study are shown to use social and interactive strategies, such as working with peers or requesting clarification.
Number 4
GENDER
( Politzer, 1983 ; Hashim and Salih, 1994; Wharton, 2000)
• Females have consistently been reported as using LLS more frequently than males do.
Oxford and Nyikos (1989)
• Females use more LLS than males of formal practice strategies, general study strategies, and conversational input elicitation strategies.
• As for example, asking to speak slowly, requesting pronunciation correction and guess what the speaker will say.
Last but not least…….
Experience in Language Learning
Ramirez (1986)
• Years of learning affected the use of nine (out of 50) strategies indicated in the inventory.
Purdie and oliver’s (1999)
• study showed that student who had been in Australia for a longer period of time ( 3 or less years or 4 or more) obtain significantly higher mean scores for cognitive strategy and for memory strategies.
That is all………Thank you for reading :3