5 factors that affect language learning strategies

5 Factors That Affect

Language Learning

Strategies

(GGGV1244)

Done by : Rebecca Lydia (A150386)

Introduction :

Different students have different ways of learning,

thus many research have been conducted to find

out one of the many few factors that affect the

process of language learning strategies.

There are 5 factors that affect language learning

strategies which consist of ;

a) Motivation

b) Gender

c) Parents Academic Background

d) Ethnic and Cultural

e) Family Income

Motivation

a) Motivation

a) Motivation is regarded as the key to success in

language learning. (Dornyei 1990; Gardner 1985;

Nunan 1999)

b) A second language learner attitude and motivation

have a significant influence on language learning.

(Gardner and Lambert; 1972)

c) Based on Gardner and Lambert (1972), motivation

can be divided into two types ;

i) Integrative motivation; and

ii) Instrumental motivation.

a) Motivation

i) Integrative motivation : Or known as universal, is a

motivation where a student learn a second language

with the aim to integrate themselves in the language

communities or to be acquainted with the language of

the country. In addition to that, this motivation shows

the positive side of a student towards the elements

contained in the targeted language.

a) Motivation

ii) Instrumental motivation : Or known as concrete is a

motivation where mastering a second language aim to

achieve goals despite integrative goals, for an example,

pass an exam, improving in a career, able to read any

reading materials based on the targeted language and so

on. Thus, instrumental motivation refers to the functional

reasons and the use of language achievement.

d) Tamada (1996) mentioned how both integrative and

instrumental motivation had significant effects on

learners choice of LLSs.

a) Motivation

e) Motivation is an important factor in influencing the

usage of a language learning strategies. (Oxford and

Nyikos 1989)

f) Mcintyre and Noel (1996) research have shown the

relationship between LLSs and motivational level

among undergraduate foreign language learners is

examined. Contrary to a less motivated learner, those

that kept themselves motivated, tend to adapt more

learning strategies as they used the more regularly.

Gender

b) Gender

a) Women verbal aptitude differ significantly more

than men. (Maccoby and Jacklin (1974).

b) Research shows that women uses language

learning strategies often than men. (Ehrman &

Oxford 1989; Green & Oxford 1995; Politzer

1983)

c) Female students use more metacognitive strategies

than the male students; where as the male students

use more cognitive strategies. (Bacon 1992)

d) Wharton (2000) research show that female

consistently use LLS more frequently than males.

Parents Academic

Background

c) Parents Academic Background

a) Parents with high academic background will

attempt to prepare themselves mentally and

physically in facing the development of the children

physiology and cognition. They will become good

learning models through speech and reading and

giving exposure by having learning experiences

outside, by taking children to museum or the zoo.

However, for parents who are less educated will raise

their children without any preparation and enough

intellectual reference and perhaps consider their

learning occurs naturally. (Slavin 1997)

Ethnic and Cultural

d) Ethnic and Cultural

a) A simple observation shows that student of different

cultural, ethnic and nationality does not have the

same learning ways. (Pennycook 1997; Pierson

1996)

b) Differences in cultural background and education

system produce different strengths and weaknesses

of a student. (Surtridge 1997)

c) Some students grew up in a environment where

speaking spontaneously and naturally does not bother

them especially when they make mistakes. However,

for others, still feel embarrassed when mistakes

occur. (Clarke 1996)

d) Ethnic and Cultural

d) Some students is fond in speaking as they are brought

up in a society where there are free to speak their mind

out. However there also students that talk less because

they are raise in a environment where the society finds

that you should always think before you talk as some

may not approved of what you have in mind. (Corbett

1999)

Family Income

e) Family Income

a) Family income also influence a student

behavioral language. ( Mackey 1977)

b) Students that is brought up in a high income

family uses more strategy than students that is

brought up from a moderate or low income

family. (Mohd Nazali and friends 1999)

c) Students that is brought up in a high income

family uses cognitive, metacognitive and

storage strategies than the other students.

Thank you!