Factors affecting language learning strategies
- 1. FACTORS AFFECTING LANGUAGE LEARNING STRATEGISES GGGV1244 Nurul Khadijah Binti Abdullah A143848 TESL
- 2. LEVEL OF LANGUAGE PROFICIENCY • High level of proficiency related to an increase of both cognitive and metacognitive strategies O’Malley,1985 • Intermediate high school learners use more metacognitive strategies than the beginners. • The beginners use more translation energy while the intermediate use more contextualization.
- 3. Chen,1990 • Relationship between communication strategies and the proficiency level found that low-proficiency level students employ more communication strategies than highproficiency ones. • High-proficiency learners use more linguisticbased strategies such as using synonyms more frequently.
- 4. Park,1997 • Examined the relationship between the use of LLS and the proficiency level of 332 Korean students learning English as second language. • Study showed a linear correlation between LLS use and language proficiency. • All six categories of LLS were significantly correlated with the The Test of English as a Foreign Language (TOFEL) scores used to gauge their proficiency level.
- 5. MOTIVATION Oxford and Nykos,1989 • Study the effect of a number of factor on strategy use, include motivation, found motivation as the most important factor affecting LLS. McIntyre and Noels, 1996 • Examine the relationship between LLS and motivational level among undergraduate foreign language learners.
- 6. • Substantially motivated learners tend to adopt more learning strategies and use them more frequently than less motivated learners. Chang and Huang, 1996 • Study the relationship between the instrumental and integrative motivation on the LLS use of 48 Taiwanese graduate and undergraduate students at a public university in the US.
- 7. • Result shows that the total number of learning strategies were associated with motivational level. • Social strategies were the less frequently used strategies and the only one strategy associated with extrinsic motivation.
- 8. LEARNING STYLE Ehrman and Oxford, 1990; Rossi-Lee, 1995 • The fact that an individual learning style preferences influence the type of LLS they use. Ehrman and Oxford, 1990 • Show a strong preference for social strategies, while introverts use metacognitive strategies more frequently.
- 9. Rossi-Lee, 1995 • Learners who prefer to be in a study group are shown to use social and interactive strategies such as asking peers and request for clarification.
- 10. GENDER Goh and Kwah, 1997; Green and Oxford,1995 • Female students use compensation strategies and affective strategies more frequently than male students. Hong Nam ad Leavell, 2006 • Investigate the learning style used by 55 students learning English as second language (ESL) at different country: Brazil, China, German, Indonesia, Japan. Korea, Malaysia, Taiwan, Thailand and Togo.
- 11. • Result shows that students prefer to use metacognitive strategies, whereas they sculpted the least use of affective and memory strategies in overall strategies. • Mean differences showed that females engaged in strategy use more frequently than males. • Female students prefer to use social and metacognitive strategies than memory strategies while males favored to use metacognitive and compensation strategies the most while affective strategies the least.
- 12. AGE • • • • Chesterfield and Chesterfield, 1985 Children develop strategies step-by-step At first, they develop receptive strategies such as repetition and memorization Then, they develop strategies that allow them to communicate. Finally, they develop strategies for identification and monitoring for grammatical error.
- 13. O’Malley, 1985 • It is reported that most secondary school students use cognitive strategies than other strategies • Some advanced learners favored to use metacognitive strategies.