NABIRA BINTI MANSORP79857

PROF. DR. MOHAMED AMIN EMBI

MOTIVATION

GENDER

EXPERIENCE IN STUDYING A LANGUAGE

PROFICIENCY LEVEL

LEARNING STYLE

Gardner (1985) & Oxford (1989) Gardner (1985) says that motivation and

attitudes are the major factors contributing to individual language learning.

Learners with high motivation to learn a language will likely to use a variety of strategies. (Oxford,1989)

Hence, motivations can lead and support all activities.

Khamkhien (2010) Different gender will use different

strategies. Research shows that males used a greater number of strategies significantly more often than females.

Nevertheless, the relationship between gender and learning strategies are not explicit due to conflicting results generated by different previous studies.

Purdie & Olive (1999)

Both scholars have claimed that students who have been in Australia for a longer period of time obtained significantly higher scores for Cognitive strategies and Memory strategies.

Chen (1990)

The study on the relationship between communication strategies and the proficiency level of L2 learners found that low-proficiency students employed more communication strategies than high-proficiency ones.

Rahimi et. al (2004) The learners with a global learning style

significantly used compensation and affective strategies more frequently than those with a sequential learning style.

The intuitors’ preference for cognitive strategies seems to be in line with their tendency to tackle language complexities, ambiguities and exceptions.

Khamkien, A. 2010. Factors Affecting Language Learning Strategy Reported Usage by Thai and Vietnamese EFL Learners

Kalajahi, S.A.R. Nimehchisalem,V. Pourshahian, B. 2012. How Do English Language Learners Apply Language Learning Strategies in Different Proficiency Levels? A Case of Turkish EFL Students

Oxford, R. 1994. Language Learning Motivation: Expanding the Theoretical Framework. The Modern Language Journal Volume 78, Issue 1 : 12–28

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