factors affecting language learner

7/29/2019 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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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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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



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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.


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