GV1244 LEARNER STRATEGIES

FACTORS THAT AFFECT LLS

By,NURFARENA NABILAH BT. NORAZMI

Lecturer,Prof. Dr. Mohamed Amin Embi

FIVE FACTORS THAT

AFFECT LLS

1. BELIEFS

Wenden (1986) stated that learners were

able to deliberate their beliefs on the effective ways to learn the second language which includes the language itself and the choose of strategies.

Abraham and Vent (1987) and Horwitz (1987) claimed that explanation of their choose of a specific LLSs are based on the learners’ beliefs on language learning. Thus, the learners’ beliefs about the language somehow affect their use of those strategies.

2. AGE

White (1993) stated that LLS used by

specific age groups of learner of French and Japanese in New Zealand and discover that learners that aged above thirty tend to use metacognitive strategies in term of self-management than the younger ones.

Ramirez (1986) identified that successful learning behaviors were depend on the task itself. He also stated that certain strategies were engaged according to the different levels of study.

3. GENDER

Studies show that females tend to use more effective strategies than males. Oxford (1988) studied seventy-eight subjects and claimed that females use extra strategies than males based on four SILL factors which are: - Authentic language use- General strategies- Searching for and communicating meaning- Self-management strategies

While on the other hand, studies show that males use more of specific strategies than the females. Tran’s (1988) did some research on Vietnamese immigrant from age 40 to 92, in the USA concluded that males exploit better on the usage of strategies than females did. These males manage to improve their language skills by taking extra courses on English, speak with friends and even listening to the radio in English.

4. MOTIVATION

Language learners’ motivation are significant

with the selection and use of strategies. Oxford (1989) discussed that learners tend to learn languages for altered intention as well as resolutions and this might be influenced by the chose of certain effective strategies.

5. LEVEL OF PROFICIENCY

O’ Malley and Chamot (1990) recognized that

beginners or new students conveyed less use of the strategies than those who are from the intermediate level.

Anderson and Vandergrift (1996) stated that the supremacy of cognitive strategy used by students degenerated as the level of proficiency increased. Hence, they claimed that whenever the level of proficiency increased, so does the use of metacognitive strategies.

THE END

THANK YOU…