factors affecting language learner
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FACTORS AFFECTING
LANGUAGE LEARNER
prepared by :Ain Fatihah
Adam Ariff
Ahmad Zulfaqqar
Ashrafuqal Ahmad
Ahmad Fauzi
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KEY TERMS
ENGLISH LANGUAGE
LEARNER
An active learner ofthe English
language who may
benefit fromvarious types of
language support
program
ENGLISH AS A
SECOND LANGUAGE
this term refers toa program of
instruction
designed tosupport the ELL. It
is still used to refer
to multilingualstudents in higher
education.
ENGLISH AS A
FOREIGN LANGUAGE
STUDENTS
nonnative-English-speaking students
who are learning
English in a countrywhere English is
not the primary
language.
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FACTORS AFFECTING
LANGUAGE LEARNER
FACTORSAPTITUDE
MOTIVATION
LEARNING
STRATEGIES
PERSONALITY
LEARNING
DIFFICULTIES
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F.1 : APTITUDE
Aptitude refers to the special ability involved in second language learning
Aptitude is a major factor determining the level of success of second
language learning.
Students can have a good aptitude for learning. This can infer variousthings, such as:
The understanding of the function of words in sentences.
The ability to understand and use grammatical rules.
Memory of key words, what they mean and how to use them.
Successful learners may not be strong in all the components of aptitudeand can still succeed at learning a second language. For example, someindividuals may have strong memories but only average abilities in theother components of aptitude.
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IMPLICATIONS FOR TEACHERS
Teachers cannot
influence language
aptitude, they can
only measure it.
There are specific
tests that can
measure aptitude.
Teachers should
recognise and
understands that
aptitude can be in
everyone, just in
different forms.
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F.2 : MOTIVATION
A motivated student can be defined as someone who:
Expends effort, is persistent and attentive to the tasks at hand, has
goals, desires and aspirations, enjoys the activity, makes attributions
concerning success or failure, is aroused and makes use of strategies toaid in achieving goals
It makes sense that those individuals who are motivated to learn the
second language will learn faster and to a greater degree than those who
are not.
If the students only reason for learning a second language is externalpressure, a students motivation may be minimal and result in lack of
success.
Furthermore, if students feel that they are not going to need the language
in their lives, students may not be motivated and attitudes toward leaning
that language may be negative
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IMPLICATIONS FOR TEACHERS
Creating the
basic
motivational
conditions
Generating
initial
motivation
Maintaining
and protecting
motivation
Encouraging
positive
retrospective
self-
evaluations
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F.3 : LEARNING STRATEGIES
One definition of learning strategies is steps or actions taken by learners
to improve the development of their language skills
Different learning strategies work best for different people when learning
a second language. For example, one student may learn vocabularythrough writing and practicing the vocabulary using cue cards, whereas
another student may only read the vocabulary and learn that way.
Although it is clear that students can be more successful in second
language learning if they adopt particular learning strategies to suit them,
theorists such as Bialystok (1990) and Cohen (1992), have found thelearning strategies field to have its problems, as some aspects are not yet
clear.
These problems include that it is difficult to separate the conscious from
the unconscious and the difficulty of showing what contributions they
have on language learning.
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IMPLICATIONS FOR TEACHERS
it is importantthat the teacher
acknowledges
that there arevarious learning
strategies which
can be used.
Second languageteachers should
encourage
students toexperiment with a
range of learning
strategies.
They should
decide what they
feel comfortableusing or one that
leads to success.
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F.4 : PERSONALITY
There are various theories that claim that personality factors areimportant predictors of success in second language learning. Personalitytraits such as extroversion, introversion, risk-taking, independence andempathy have been the basis of discussions and disputes relating to this
topic.
Research:
Theorists such as Guiora, Brannon and Dull (1972) have consideredempathy to be important and Krashen (1981) argues that an out-goingpersonality contributes to language learning (Ellis 1986). Research, such
as that done by Krashen (1981), have found that introverts generallyperform better academically whereas an extrovert appears more likely totake advantage of social opportunities for second language input.
Despite these theories, the available research does not demonstrate aclearly defined affect on second language learning. Rather, we all havedifferent and unique personalities and each personality trait can affect our
second language learning in different ways.
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It is important that
the teacher
understands
his/her students
personalities.
Teachers should
also take learners
individual
personalities and
learning strategies
into account.
Through doing
these, it canassist in creating a
learning
environment in
which virtually all
learners can be
successful inlearning a second
language
IMPLICATIONS FOR TEACHERS
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F.5 : LEARNING DIFFICULTIES
Many people believe that students with learning difficulties can not
successfully learn a second language.
Research has proven that second language learning is not linked to
intelligence and therefore (most) students with learning difficulties can
succeed in second language learning.
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Second language
teachers need to
promote
inclusivity, so all
students are able
to learnsuccessfully.
Teachers need to
be understanding
of difference and
cater for the needs
of all students.
Teachers should
implementmodifications that
also incorporate
multi-sensory
activities, to help
students learn
experimentally aswell as
linguistically.
IMPLICATIONS FOR TEACHERS
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