FACTORS AFFECTING LANGUAGE LEARNING

STRATEGIES .LANGUAGE LEARNING STRATEGIES

(GGGE 6533)LECTURER: PROF. DR. MOHAMED AMIN B. EMBIPREPARED BY: NUR SOLEHAH BINTI HANAFIAH

(P79861)

6 FACTORS AFFECTING

LLS(OXFORD,

1994)

MOTIVATION

AGE

ATTITUDE &

BELIEVEGEND

ER

CULTURE BACKGROUND

(SOSIO ECONOMIC)

LEARNING

STYLES

MOTIVATION

MOTIVATIONDEFINITION

Gardner(1985)

Combination of efforts, desire to achieve the goal of learning, and favourable attitudes

towards learning the language.

Ellis(1994)

Effort done by a language learner in learning their target language by their own will and

needs in learning it.

Dornyei (2005)Expends effort, is persistent & attentive to the task

at hand, has goals, desires & aspiratory, enjoys the activity, make attributions concerning success/failure

, is aroused & make use of strategies to aid in achieving goals.

3 main components in defining motivation that are the elements in evaluating stages and strength of

LLS:1) Focus strive2) Learning desire3) Feeling of satisfaction with tasks .

(Kamarul Shukri Mat TehMuhammed Amin Embi, 2010)

Gardner & Lambert (1972)- divide motivation into 2 categories

Integrative Motivation

- To indulge/suit in the community of

the target language.

-Driven by self interest of the

language learners of the elements in

the target language.

Instrumental Motivation

- To achieve certain goals other than integrative goals such as to further

study/working at the target language

country and pass the exam.

- Learning the language mainly for

the application of the target language.

A study by Gardner and Lambert (1972) found that motivation and attitudes are primary source contribution to individual

language learning.

Oxford and Nyikos (1989) found that motivation was the best predictor of strategy use in a large-scale study of university

students at United States.

Gardner (1985) posited that motivated learners achieve higher levels of proficiency because they put more effort into

learning.

A study on relationship between motivation and LLS usage in English language native speakers who learnt Japanese language and Spanish language found that Japanese language learners had

more motivation in learning the language and use more LLS compared to Spanish language learners (Okada, Oxford & Abo,

1999)

APTITUDE

APTITUDE

DEFINITION: Refer to special ability involved in second language learning.

(Douglous et al, 1995)

Relationship between aptitude & second language learning success is important. As Gardner (1980) & Skehan (1989) reported that aptitude is major factor in determining the level of success of second language learning.

Douglous et al (1995) Help us to understand the function of words in sentences, ability to understand and use grammatical rules and memory of keywords.

Spado (1999) Successful learners may not be strong in all components of aptitude and can still succeed at learning a second language.

GENDER

GENDERPolitzer (1983)

A survey made on 90 students studied French, Spanish & German shown that females had consistently been reported as using LLS more equently than males.

Green & Oxford (1995)Female students used compensation & affective strategies more

frequently than the male students.

Oxford & Nyikos (1989)A study on 1200 university students in USA who learnt French, German, Italian,

Spanish, and Russian can be concluded that different gender will give huge influence on the usage of LLS.

Griffin (2003)However, a significant relationship between strategy used & course level was found while there was no statistically significant different

according to either gender/age with strategies used.

Cross (1983)Gender different in language achievement influent by the gender of

teacher that taught the language.

CULTURE BACKGROUND

CULTURE BACKGROUND

SOCIOECONOMIC STATUS

- Studies about the effect of

family socioeconomic

towards academic

achievement start in 1960. (Coleman et.

Al, 1966)- The National

Child Development

Study (1972 as cited in Azizi et. Al, 2005) reported that

parents socioeconomic status is a big

influence towards children reading

abilities . This is significant result which can relate to their IQ and

achievement. - People with

different socioeconomic statuses have

different resources to

support personal

development (Tam, 2013)

PARENTS’ ACADEMIC

BACKGROUND

- Parents ‘ education levels one of the factors that influence

children’s cognitive development. (Mohamed Amin Embi, 2010)

- A study shown that there is a significant relationship between

parents’ education levels and the usage of LLS. (Mohd Nazali et. al,

1999)

FAMILY INCOME

-Mackey (1977) stated that family income influence a student

behavioural language. Student who brought up in a high income family used more strategies than student

that is brought up from moderate/ low income family.

- Mohd Nazali et. Al (1999) mentioned that high income family used

cognitive, metacognitive, and storage strategies than the other students.

LEARNING STYLES

LEARNING STYLES-Ehrman and Oxford (1990) cited 9 major style

dimensions relevant to L2 learning, although many more style aspects might also prove to be influential.

-Learning styles generally operate on a continuum or on multiple, intersecting continua. For example, a

person might be more extraverted than introverted, or more closure-oriented than open, or equally visual and auditory but with lesser kinesthetic and tactile

involvement. Few if any people could be classified as having all or nothing in any of these categories

(Ehrman, 1996).

- Ehrman and Oxford (1989, 1990) found a number of significant relationships between personality type and L2 proficiency in native-English-speaking learners of foreign

languages.

AGE

AGE

Lightbown & Spada (2003)Stated that relationship between age of the students and their potential in achieving the L2 always being debated.

Oxford (1990) Stated that students at different ages and learning stage of L2 employed somewhat different strategies. Older/more advanced students used certain strategies more frequently than did younger/less advanced students.

Lee and Oxford (2008) indicated that young learners tended to use social strategies like discussing with and asking help from others more than the other types of strategies.

- A Study by Ehrman and Oxford (1995) on 855 people (55% male, 45% female, 83% workers, and 17% students ) found out that children used various easy and simple strategies in the task given. Meanwhile, adult learners/people are more flexible used general and advanced strategies. This difference explained why adult learners/people more expert in learning grammatical rules and vocabulary.

REFERENCES:Ehrman, M. (1990). The role of personality type in adult language learning:an on going investigation. NJ:

Prentice Hall.Ehrman, M. & Oxford, R.L. (1995). Effect of sex differences, career choice, and psychological type on adult

language learning strategies. The Modern Language Journal 73 (1): 1-13Ellis, N.C. (1994). Vocabulary acquisition: The implicit ins and outs of explicit cognitive mediation. San Diego:

Academic Press.Gardener, R.C. (1985). Social psychological aspects of language learning: the role of attitudes and motivation.

London: Edward Arnold.Gardener, R.C. & Lambert, W.E. (1972). Attitudes and motivation in second language learning. Rowley, MA:

Newbury House.Gardener, R.C. (1982). Language attitudes and language learning. London: Edward Arnolds.Kamarul Shukri Mat Teh & Mohamed Amin Embi. (2010). Stategi pembelajaran Bahasa. Kuala Lumpur: Penerbit

University Malaya.Lightbown, P.M. & Spada, N. (2003). How languages are learned. Oxford: Oxford University Press.Mohd Nazali Abu Bakar et. al. (1999). Hubungan antara penggunaan strategi pembelajaran bahasa Melayu

dengan memboleh ubah jantina, etnik, pencapaian bahasa & socio ekonomi pelajar. Jurnal Teknologi, 31 (E): 43-62

Politzer, R.L. (1983). An exploratory study of self reported language learning behaviour and their relation to achievement. Studies in Second Language Acquisition 6: 54-68.

Oxford, R.L. (1990). Second language learning strategies:current reasearch and implications for practice. Los Angeles: University of California.

Oxford, R.L. & Nyikos, M. (1989). Variables affecting choice of language learning strategies by university students. Modern Language Journal 73 (3): 291-300.