Made specially for the subject Language Learning Strategies (LLS) which is conducted by Prof. Mohd. Amin Embi (2014/2015)

1. Made By:
Nik Zulaikha Yasmine Binti Zulkepli
B.Ed (Hons) TESL
Faculty of Education
Universiti Kebangsaan Malaysia

2. Language Learning Strategies
 LLS is what learners DO to LEARN a language.
 Language Learning Strategies (LLS) are plans and/or
actions that learners take to improve their process of
language learning. (Amin, 2000)

3.  LLS are used by people so that they can learn
second/different language better.
 Learning Styles can be taught. (according to need
 Learning Strategies cannot be taught but can be use
in LLS.

4. Hence, to be an excellent LLS student, we must know the
factor that affecting the LLS . There are 5 common factors
that are easy to be detected and that are:
1. Motivation
2. Gender
3. Learning Styles
4. Cultural Background
5. Religion and Worship

5. 1. MOTIVATION
 Is one of the most wanted thing for every person,
 Keep someone to keep moving forward,
 Be the light in one’s life to guide them to do
something,

6.  Motivation is regarded as the key to success in
language learning (Dornyei 1990; Gardner 1985;
Nunan 1999)
 An experiment carried out by
Oxford and Nyikos (1989) on 1200
foreign language learners in USA shows that
motivation is the most affective factor in LLS.

7.  Gardner and Lambert (1972) found that the attitude and
motivation of students of a second language has a
significant influence on language learning.

8. 2. GENDER
 In a research, it is stated that girls have a faster
verbal skills and mature earlier than most boys do.
(Maccoby and Jacklin, 1974)

9. • In an experiment conducted by Cross (1983),
it is said that the skills in LLS also have
connection to the gender of the teacher itself.
 For example, if the language
teacher is a woman, she will be
taken as a role model for the girls
student but not for the boys
student.

10.  Oxford and Nyikos (1989) made a conclusion that gender
differences have great and significant influence on the LLS
students. They found out that girls are more often to use the
LLS than boys do.
 Females have consistently been reported as using LLSs more
frequently than males (Politzer, 1983; Hashim and Salih, 1994;
Sy, 1994;Wharton, 2000).

11. 3. LEARNING STYLES
 An individual’s learning style
preferences influence the
type of LLSs they use.
(Ehrman andOxford, 1990;
Rossi-Le, 1995; among
others)

12.  This is because people are different and have different
skills in learning new language.
 Thus, they need a different styles to learn and have to
find which styles they prefer so that they can apply it in
learning process.

13.  Extroverts, for example,
show a strong preference
for social strategies, while
introverts use
metacognitivae strategies
more frequently (Ehrman
and Oxford, 1990)

14. 4. CULTURAL BACKGROUND
 A simple observation shows that different students of
ethics, culture and nationality DO NOT have the same way
of learning (Pennycook 1997; Pierson 1996)

15.  Bedell (1993) found
that different
cultural groups use
particular kinds of
strategies at
different levels of
frequency (cited in
Oxford et al., 1995)

16.  Asian students tend to prefer rote memorisation and rule-oriented
strategies (Politzer & McGroarty, 1985).
 For instance, Taiwanese students seem far more
structured, analytical, memory-based, and
metacognitively oriented than other groups (Oxford,
1994).

17.  LLS theory also states that the language is part of
culture and culture is part of the language.

18. 5. RELIGION AND WORSHIP
 The influence of religion and religious views form the
language-learning domain, which is capable of
producing treatments and special thoughts to
facilitate language learning.
 For example, the position of Latin as the language of
God to the people Greek , or Sanskrit as the language
of the Veda scriptures to the Hindu religion .

19.  One of the advices towards the human:

20.  In Malaysia, we can see the unique of Arabic language in
the Islam believers.
 They recite prayers and read Al-Quran in Arabic language,
mostly were taught ever since they were a child.
Islam
religion
Culture
Arabic
language

21. CONCLUSION
 There are many factors that affecting LLS, but the most
common detected factors are
1. Motivation
2. Gender
3. Learning Styles
4. Culture Background
5. Religion and Worship