Made By: Nik Zulaikha Yasmine Binti ZulkepliB.Ed (Hons) TESLFaculty of EducationUniversiti Kebangsaan Malaysia

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)

Language Learning Strategies

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.

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. Motivation2. Gender3. Learning Styles4. Cultural Background5. Religion and Worship

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,

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.

Gardner and Lambert (1972) found that the attitude and

motivation of students of a second language has a

significant influence on language learning.

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)

• 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.

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).

3. LEARNING STYLES

An individual’s learning style

preferences influence the

type of LLSs they use.

(Ehrman andOxford, 1990;

Rossi-Le, 1995; among

others)

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.

Extroverts, for example,

show a strong preference

for social strategies, while

introverts use

metacognitivae strategies

more frequently (Ehrman

and Oxford, 1990)

A simple observation shows that different students of

ethics, culture and nationality DO NOT have the same way

of learning (Pennycook 1997; Pierson 1996)

4. CULTURAL BACKGROUND

Bedell (1993) found

that different

cultural groups use

particular kinds of

strategies at

different levels of

frequency (cited in

Oxford et al., 1995)

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).

LLS theory also states that the language is part of

culture and culture is part of the language.

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 .

One of the advices towards the human:

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

CultureArabic

language

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