* FACTO S THAT AFFECT
LANGUAGE LEARNING STRATEGIES.
N R LSAH R BI N M
TI ESEN .
1. GENDER DIFFERENCES.
= Each gender has their own way on learning
language strategies. Mostly, females engaged in
strategy use more frequently than males.
= Female preferred to use Social and
Metacognitive strategies most and Memory
strategies the least while male preferred to use
Metacognitive and Compensation strategies
most and Affective strategies the least.
= According to Gardner (1985), motivation and
attitudes are the primary sources that
contributing to individual language learning.
= Oxford ang Nyikos (1989), state that the
learners with high motivation to learn a language
will likely use a variety of strategies.
= Dornyei (2001), motivation can be a matter
explaining why people decide to do
something, how long they are willing to sustain
the activity, ang how hard they are going to
3. EXPERIENCES IN STUDY LANGUAGES.
= According to Purdie and Olive’s, they
state that the importance of experience in
studying a language as one of the factors
affecting the choices of language learning
= For an example, studying abroad is
deemed to have an influence on students’
thought and learning style, especially in
their actual ability in language learning.
4. CULTURAL BAKGROUND.
= Different cultural groups and backround use
variety kinds of strategies at different levels of
= According to Politzer & McGroarty
(1985), Asian students tend to prefer rote
memorisation and rule-oriented strategies.
= Politzer & McGroarty (1985) and Noguchi
(1991) state that the social strategies is the most
unpopular strategies among Chinese and
5. ABILITY OF A PERSON.
= A person's attitude about learning a new
language will affect his or her ability to do so.
= If someone approaches foreign languages as
something difficult and tedious, he or she may
not make significant progress, whereas very
motivated people are likely to do better.
= An ability of a person to study a foreign
language is very important in order to get an
affective language learning strategies.
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