3. 1. Gender
1. (Dreyer & Oxford, 1996; Green & Oxford, 1995;
Lan & Oxford, 2003; Lee & Oh, 2001; Oxford &
Ehrman, 1995; in Lee and Oxford, 2008) states
that women use learning strategies more often
than men.
2. The research findings indicate that women
more frequently use memory, cognitive and
social strategies.
4. 3. Women tend to deploy all types of strategies
more frequently.
4. Female used general learning strategies more
often, and authentic strategies, strategies of
getting and communicating meaning, as well as
self-direction strategies were more frequently
deployed by female respondents. (Ehrman and
Oxford 1989).
5. Female also use metacognitive strategies as
planning and monitoring strategies
5. Female students employing language
learning strategies more frequently
than their male counterparts in
order to prepare themselves for
classroom lessons, understand
while studying in class, improve their
language skills, and expand their
general knowledge of English.
So I can conclude that women tend to make use
of more language strategies than men did.
6. 2. Age
1. Young children make use of cognitive and
social strategies more. (Wong-
Fillmore,1979)
2. Repetition and memorization used among
from young learners.
3. In gaining the proficiency,young learners
start to clarify and maintain the
interaction to language
4. Finally (grown up) they develop strategies
for identification to improve their
grammar
7. 5. Secondary school students were
generally use cognitive strategies and the
metacognitive strategies were reported
by some more advance learner.
6. Adults may have an easier time learning a
second language because of knowledge of
a first language. However, often their
second language is learned in a classroom
setting and interference is greater than
in a natural setting, which is how children
usually learn.
8. 3. Motivation
Gardner (1985)
Motivation and attitudes are primary sources
contributing to individual language learning.
People are motivated to learn a language because of
the 2 factors which are:
1. Intergrative : wish to become a part of culture of the
language being learned.
2. Instrumental : to pass exam and get a job.
Both factors lead to profeciency of the language but
intergrative factor motivated people to learn more and
make use of various strategies to master a language.
9. Oxford and Nyikos (1989) indicate that the
learners with high motivation to learn a
language will likely use a variety of strategies.
Achievement as motivation. The level of
achievement of individuals will motivate them
more to explore new strategies that suit them
in order to be profecient in a language.
10. 4. Aptitude Of Individuals
Why do some learners
do better than others?
1. Different people may practice different language
learning strategies base on their ability and
efficiency of the strategies that they use.
2. Students/learners are assessed on their ability
to memorize,understanding function
words,figure out grammatical rules and
memorizing new words to make sure that they
start using strategies that effective with their
ability.
11. 3. Language learners strengths and weaknesses
in all those different components may account
for their ability to suceed in different strategies
used in learning a language.
12. 5. Learning Style
This factor used to identify Language Learner
Strategies base on individuals natural,habitual,
and preffered way absorbing ,processing and
retaining new information and skills.
