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5 FACTORS AFFECTING LLS
USAGENUR SAFARAH BT ABDUL RAHIM
P71494
5 FACTORS
• AGE
• GENDER DIFFERENCE
• BACKGROUND OF PARENTS ACADEMICS
• MOTIVATION
• PROFIENCY LEVEL
AGEKarim & Mohammad( 2013) : the younger beginners seemed to used slightly more LLS than older
berginners
Young Learners• Able to develop native-like
pronounciantion and fluency
• Deploy simple and easy strategies
Adult Learners• Able to grasp knowledge of
syntax and morphology faster than children
• Deploy more flexible,general and up-to-date strategies
GENDER DIFFERENCE
MALE• males favored the use of
Metacognitive and Compensation strategies most
• Affective strategies the least
FEMALE• Social and Metacognitive
strategies
• Memory strategies the least
students preferred to use Metacognitive strategies, whereas they depicted the least use of Affective and Memory strategies in overall strategy
MALE VS FAMALE
Politzer (1983)• examined ninety
undergraduate foreign language learners, found a “relatively minor” difference between male and female learners with females making a greater use of social interaction strategies.
Oxfors and Nyikos (1989)• females reported more frequent
strategy use than males of formal practice strategies, general study strategies and conversational input elicitation strategies (e.g. asking to speak slowly, requesting pronunciation correction, and guessing what the speaker will say)
BACKGROUND OF PARENTS ACADEMICS
Slavin (1997)
• Parent that highly educated make physical and mental preparation to help the development of physiology and cognitive or their children.
• Parent with low education background raised their children without enough preparation and intellectual sources.
• FAIZAHANI (2002) > students with parenst that highly educated used more language learning strategies compare to students with low educated parents.
• MOHD NAZALI (1999) > student with parent that highly educated used more language learning strategies outside classroom and in examination than other group.
.
MOTIVATION
• Gardner (1985): motivation and attitudes are the primary sources contributing to individual language learning
• four components of motivation: a goal, effort, want, and attitudes toward the learning activity
• Dörnyei (2001): motivation can be a matter aexplaining why people decide to do something, how long they are willing to sustain the ctivity, and how hard they are going to pursue it
PROFIENCY LEVEL
• Students’ learning experience and their awareness of the learning processes have impact on their choice of LLS > the higher the proficiency level of the students, the more aware they are of the rules and strategies of language learning (Rahimi, Riazi & Saif, 2008).
• Proficient learners applied all types of strategies more frequently than the lower ones (Adel, 2011; Farzad, Mahnaz, & NedaSalahshour, 2013).
• High-proficiency – meta-cognitive and social strategies
• Low-proficiency – cognitive and compensation strategies (Tatsuya, 2002)
* A very important implication : an increase in the years of language learning does not necessarily translate into an increase in proficiency level (Rahimi, Riazi & Saif, 2008).
THE END…