GGGV1244 LEARNERS STRATEGIES

PROF DR MOHAMED AMIN EMBI

5 FACTORS AFFECTING THE USAGE OF LANGUAGE LEARNING STRATEGIES

HAYANI AMANINA HISHAM

A143822

1. GENDER

Significantly, females employ more language learning strategies

than males as reported by studies. (e.g. Goh & Kwah, 1997;

Green & Oxford, 1995; Gu 2002).

It is also reported that gender difference causes different

strategies to be utilized.

A study by Hong-Nam and Leavell (2006) found that females use

Social and Metacognitive strategies the most and Memory

strategies the least. Meanwhile male prefered Metacognitive

and Compensation strategies the most and Affective strategies

the least.

However, this contradicted with the study conducted by

Tran, 1988 and Wharton, 2000, which revealed that learners

used varied strategies and most of them are males

compared to females. This shows that males are more likely

to employ a diversity of strategies than females.

2. MOTIVATION

Motivation plays a great role which prompts learner to use

more strategies than less motivated learner (Oxford and Nyikos

,1989)

According to Gardner (1985), attitudes and motivation are the

primary sources contributing to individual language learning.

Motivation is divided into two. First, an instrumental

orientation which is described as when students have a

personal reason that they want to achieve such as for the sake

of career or to pass an exam.

Second, integrative orientation which is when the learner really

want to be part of the culture of the language (Gardner, 1985).

Apart from that, Pintrich and Schunk (2002) stated that

motivation involves all activities in the classroom, affecting

learning of new behaviors and the performance of earlier learned

behaviors.

Generally, motivation is the reason why learners choose to use

strategy and are keen to continue and maintain the usage.

3. EXPERIENCES IN STUDYING A LANGUAGE

The experience of studying the language can also affect the options

of strategies used by learners.

Studies conducted by Purdie and Oliver, 1999 found that the longer a

bilingual learner stays where the target language is used, the more

proficient the learner is in the language compared to those who

stayed for a short period of time or not at all.

This is also supported by Opper, Teichler, and Carlson’s (1990) which

reported that studying abroad in countries such as Europe and The

United States influence the learners’ thoughts and learning styles.

Therefore, learners with experience of studying the language are

more inclined to have vast of strategies use.

4. FIELDS OF STUDY

Fields of study is uncommonly investigated as a factor that

influences language learning strategy use.

However, it is related slightly to the learner’s choice of strategy

use according to the findings by Intaraprasert (2003).

Peacock and Ho (2003) had also investigated the use of language

learning for students with different fields of study- building,

business, computing, engineering, English, math, primary

education, and science in a university in Hong Kong.

Their study highlighted a evaluation of strategy use across those

disciplines and also an investigation of the relationships with

strategy use.

Nonetheless, there are little significant proofs showing any

influence of this variable on learners’ choice of language

learning strategy use.

5. LANGUAGE PROFICIENCY

Higher levels of language proficiency has also been reported to

be one of the contributing factors that influence the frequency

of strategy use.

Studies to rate the relationship between the two were done by

several researchers- Sheorey, 1999; Torut, 1994; Intaraprasert,

2000; Oxford and Nyikos, 1989; Green and Oxford, 1995;

Wharton, 2000.

The findings revealed that major distinctions exist between the

students' self-apprehended English proficiency level and the

usage of language learning strategies as a whole.

Needless to say the higher the level of language proficiency, the

higher the usage of language learning strategies. This statement

is supported by Oxford, and Nyikos, 1989; Green and Oxford,

1995; Wharton, 2000.

That’s all.

Thank you.