5 Factors Affecting LLS

BY: Novelia Bernice Jeffree (A150959)

Gender

• Females apply language learning strategies more often than the males (Green & Oxford, 1995; Gu 2002; Goh & Kwah, 1997)

• Metacognitive and Social strategies are used the most while Memory strategy is used the least by females. Males use Metacognitive and Compensation strategies the most while Affective strategies the least. (Hong-Nam and Leavell, 2006)

Proficiency Level

• Learners with distinctive dialect capability receive diverse examples and frequencies of LLS (Oxford & Burry-Stock, 1995).

• Turkish learners of English make utilization of LLS marginally more prominent than alternate gatherings.(Kalajahi, Nimehchisalem & Pourshahian,2012)

• Capable understudies had a tendency to utilize more dialect learning methods(Oxford & Nyikos 1989)

Motivation

• A vital variable that influences LLS (Oxford & Nyikos, 1989).

• More roused learners, utilize more systems, all the more every now and again. (McIntyre & Noels, 1997).

• Number of learning systems partners with level of inspiration (Chang & Huang, 1999).

Age

• Young children utilize methods in an errand particular way while more established kids and grown-ups use more generalized techniques. (Ellis 1994).

• Young children use simple learning strategies while older learners’ strategies are sophisticated and complex.

• Mature students apply affective strategies because they are conscious of the learning process.

Learning Styles

• Understudies with distinctive learning styles regularly pick procedures that reflect their style inclination (Green & Oxford 1995).

• Learning techniques don't work without anyone else present yet are specifically attached to the learner's underlying styles and other identity related variables in the learner (Brown 2000 as cited in Cohen 1998).

• Outgoing people show solid inclination for social systems; self observers utilize more metacognitive methodologies all the more regularly (Ehrman & Oxford, 1990).

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