5 factors affecting learners language strategies!
- 3. 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.
- 4. Motivation is divided into two (Kendra Cherry) INTRINSIC EXTRINSIC • Own satisfaction • Performing an activity for the sake of its own sake rather than external reward. • We are motivated to do something to get reward or to avoid a punishment.
- 5. 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.
- 6. Tamada (1996) • Integrative and instrumental motivation had a significant effect on learner’s choice of LLS.
- 8. 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 highproficiency ones.
- 9. Chen (2002) • Cognitive and metacognitive strategies showed very high correlations with the proficiency level of the participants and were used by highproficiency learners. • Compensation strategies favored by both high- and low-proficiency students with the lowproficiency students outperforming the highproficiency students in their use of such strategies.
- 11. (Ehrman and Oxford, 1990 ; RossiLe, 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.
- 13. ( 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.
- 15. 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.