FACTOR AFFECTING LLS
- 1. BY : NAZEERAH BINTI ZUBAIR A151346 BACHELOR OF EDUCATION (HONS) TESL THE NATIONAL UNIVERSITY OF MALAYSIA
- 2. (Oxford, 1989) - Learners learn target languages for different reasons and purpose and that will effect their choices on the strategies. (Nykos and Oxfors, 1993) - Anyone who are taking languages as a requirements, they are more concentrate on achieving good grades and focused on formal. - Processing strategies and academic study strategies improve skills for authentic and communicative language used.
- 3. (Politzer, 1983) - Between male and female learners, female learners make use of more social strategies in learning. (Oxford and Nyikos, 1989) - Frequent strategies use by females than males are formal practice strategies, general studies strategies and conversational input elicitation strategies (asking to speak slowly, requested on pronunciations correction and guessing what the speaker will say.
- 4. (Trans, 1988) - Males made greater use of strategies to learn and improve their English language such as speaking in English and etc. (Nyikos, 1990) - Males learned better when visual-spatial stimulus of colors and pictures were used. - Females recalled more when the colors was mediator.
- 5. (Wong-Fillmore, 1979) - A study of young children shows that cognitive and social strategies are important. (Chesterfield, 1985) - Children developed repetition and memorization first (receptive strategies). - Then they developed strategies which allow them to start interaction (getting attention and clarification) - Finally, they developed strategies in monitoring grammatical errors and identifications.
- 6. (Purdie and Oliver, 1999) - Most primary school children learn English by metacognitive strategies. (Omallay et al, 1985) - Cognitive strategies were only used by secondary schools students and metacognitive are for advanced learners. (Ramirez, 1986) - Succesful learning behavior were dependant on the task, it influenced the use of LLS.
- 7. (Bedell, 1993) - Studied in Oxford, various cultural background use different type of strategies. (Politzer and McGroarty, 1985) - Asian learners are lessly like to engage social strategies and interactions than Hispanics. Classroom behavior are apparently more to Western than Asians. (Oxford, 2004) - Taiwanese students are more structured, analytic, memory-based and metacognitively oriented than other groups.