factors affecting lls

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AFFECTING LANGUAGE LEARNING STRATEGIES FACTORS GV 1244 LEARNER STRATEGIES Teo Ting Ting A 134606

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Page 1: Factors affecting lls

AFFECTINGLANGUAGELEARNINGSTRATEGIES

FACTORS

GV 1244 LEARNER STRATEGIES

Teo Ting Ting A 134606

Page 2: Factors affecting lls

DER

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Page 3: Factors affecting lls

Green & Oxford 1995; Gu 2002; Razak et al. 2012,

Male learners preferred to use metacognitive and compensation most, affective least. Female learners usually used social and metacognitive strategies most, memory strategies least.

Hong-Nam & Leavell 2006 ,

Females use significantly more learning strategies than males.

Females reported greater overall strategy use than males in many studies (although sometimes males surpassed females in the use of a particular strategy).

Oxford 1990a ,

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P RSONAL

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Emotional- influence on their behaviour and performance in the classroom/learning processes.

Each personality can affect our second language learning in different ways.

Extroverts, show a strong preference for social strategies, while introverts use metacognitive strategies more frequently. (Ehrman and Oxford, 1990)

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MOTIVATION

Integrative motivation refers to the positive attitudes that the learners had to the elements in the target

language.

Instrumental motivation refers when the learners are studying the target

language to reach his goals other than integration goal.

Gardner & Lambert (1972)

More motivated students tended to use more strategies and used them more frequently than less motivated students, and the particular reason for studying the language. ( Oxford 1990a)

With Japanese students in England, instrumental and integrative motivation had significant effect on choice of LLs. ( Tamada 1996)

Number of learning strategies used associated with motivation level. (Chang & Huang 1999)

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Learners who favour group study are shown touse social and interactive strategies, such as working with peers or requesting clarification. (Rossi-Le, 1995).

Learning style often determined the choice of L2learning strategies.

Analytic-style students preferred strategies such ascontrastive analysis, rule-learning, and dissectingwords and phrases, while global students usedstrategies to find meaning and to converse withoutknowing all the words. (Oxford 1990a)

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Certain types of learners defined by cultural background are predisposed to use certain types of strategies, and many language learning strategies may be based on ethnocentric assumptions about effective language learning . (Politzerof & Mcgroarty, 1985)

Different cultural groups use particular kinds of strategies at different levels of frequency. (Bedell,1993)

Taiwanese students seem far more structured, analytical, memory-based, and metacognitivelyoriented than other groups. (Oxford, 1994)

Social strategies to be generally unpopular among Chinese and Japanese student. (Noguchi,1991 )

Rote memorization and other forms of memorization were more prevalent among some Asian students than among students from other cultural backgrounds. Certain other cultures also appeared to encourage this strategy among learners. (Oxford, 1990a)

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MERCI