Factors affecting language learning strategies
- 1. FACTORS AFFECTING LANGUAGE LEARNING STRATEGIES NURAKHMA SHABANI BT JASNI A150864
- 2. GENDER POLITZER (1983) Found a relatively minor difference between male and female learners with females making greater use of social interaction strategies. EHRMAN & OXFORD (1988) Females used more strategies than males on four SILL factors; general strategies, authentic language use, searching for and communicating meaning, and self-management strategies.
- 3. TRAN’S (1988) Males made greater use of strategies to learn and to improve their English language skills. OXFORD & NYKOS (1989) Females reported more frequent strategy use than males of formal practice strategies, general study strategies and conversational input elicitation strategies. GREEN & OXFORD (1995) Gender was one of the factors affecting the choices of language learning strategies : females used memory and metacognitive memories more frequently than males.
- 4. HONG-NAM & LEAVELL (2006) Females used Social and Metacognitive strategies the most, Memory the least; Males used Metacognitive and Compensation most, Affective the least.
- 5. BACKGROUND POLITZER & McGROARTY (1985) Asian students scored lower than the Hispanic learners on the scale of good language behaviours. The researchers concluded that such behaviours represent socal interactions in which Asian learners are less likely to engage in Hispanics. McGROARTY (1987) Spanish learners use traditional strategies such as using dictionaries to learn new words. O’MALLEY & CHAMOT (1990) Asian learners prefer their own established rote learning strategies.
- 6. BEDELL’S (1993) Learners from various cultural backgrounds use certain types of strategies at different levels of frequency. OXFORD (1994) Taiwanese students to be more structured, analytic, memory-based and metacognitively oriented than other groups.
- 7. LEARNING STYLES EHRMAN & OXFORD (1990) Extroverts show a strong preference for social strategies while introverts use metacognitive strategies more frequently. ROSSI-LE (1995) Learners who favour study group tend to use social and interactive strategies. OXFORD (2005) Learning styles and strategies are the main factors helping determine how language learners learn a second or foreign language.
- 8. PROFICIENCY LEVEL O’MALLEY ET AL (1985) Differing levels of proficiency gave rise to differing frequencies of strategy use. CHEN (1990) Low proficiency student used more communication strategies compared to the high proficiency students. CHEN (2002) Low proficiency students outperformed high proficiency students in compensation strategies.
- 9. LAN & OXFORD (2003) Significant effects for language proficiency on Taiwanese elementary school EFL learners’ use of metacognitive, cognitive, compensatory and affective strategies. PEACOCK & HO (2003) Cognitive and metacognitive strategies show high correlations with high language proficiency levels. RAHIMI ET AL (2004) The higher the proficiency level of the students, the more aware they are of the rules and strategies of the language learning.
- 10. MOTIVATION GARDNER (1985) Motivation and attitudes are the primary sources contributing to language learning. Motivated learners achieved higher level of proficiency because they put more of themselves into learning. OXFORD & NYIKOS (1989) The most important factor influencing strategy use.
- 11. YANG (1999) Positive correlation between motivational level and use of language learning strategies. MACLEOD (2002) Strategy use was affected by motivational level instead of a particular motivational orientation.
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