FACTORS AFFECTING LANGUAGE LEARNER

prepared by :

Ain Fatihah Adam Ariff Ahmad Zulfaqqar Ashrafuqal Ahmad Ahmad Fauzi

KEY TERMS
ENGLISH LANGUAGE LEARNER ENGLISH AS A SECOND LANGUAGE ENGLISH AS A FOREIGN LANGUAGE STUDENTS

An active learner of the English language who may benefit from various types of language support program

this term refers to a program of instruction designed to support the ELL. It is still used to refer to multilingual students in higher education.

nonnative-Englishspeaking students who are learning English in a country where English is not the primary language.

FACTORS AFFECTING LANGUAGE LEARNER

LEARNING STRATEGIES MOTIVATION PERSONALITY

APTITUDE

FACTORS

LEARNING DIFFICULTIES

F.1 : APTITUDE
Aptitude refers to the special ability involved in second language learning Aptitude is a major factor determining the level of success of second language learning. Students can have a good aptitude for learning. This can infer various things, such as: The understanding of the function of words in sentences. The ability to understand and use grammatical rules. Memory of key words, what they mean and how to use them. Successful learners may not be strong in all the components of aptitude and can still succeed at learning a second language. For example, some individuals may have strong memories but only average abilities in the other components of aptitude.

IMPLICATIONS FOR TEACHERS

Teachers cannot influence language aptitude, they can only measure it.

There are specific tests that can measure aptitude.

Teachers should recognise and understands that aptitude can be in everyone, just in different forms.

F.2 : MOTIVATION
A motivated student can be defined as someone who: Expends effort, is persistent and attentive to the tasks at hand, has goals, desires and aspirations, enjoys the activity, makes attributions concerning success or failure, is aroused and makes use of strategies to aid in achieving goals It makes sense that those individuals who are motivated to learn the second language will learn faster and to a greater degree than those who are not. If the students only reason for learning a second language is external pressure, a students motivation may be minimal and result in lack of success. Furthermore, if students feel that they are not going to need the language in their lives, students may not be motivated and attitudes toward leaning that language may be negative

IMPLICATIONS FOR TEACHERS

Encouraging positive retrospective selfevaluations

Creating the basic motivational conditions

Generating initial motivation

Maintaining and protecting motivation

F.3 : LEARNING STRATEGIES

One definition of learning strategies is steps or actions taken by learners to improve the development of their language skills Different learning strategies work best for different people when learning a second language. For example, one student may learn vocabulary through writing and practicing the vocabulary using cue cards, whereas another student may only read the vocabulary and learn that way. Although it is clear that students can be more successful in second language learning if they adopt particular learning strategies to suit them, theorists such as Bialystok (1990) and Cohen (1992), have found the learning strategies field to have its problems, as some aspects are not yet clear. These problems include that it is difficult to separate the conscious from the unconscious and the difficulty of showing what contributions they have on language learning.

IMPLICATIONS FOR TEACHERS

it is important that the teacher acknowledges that there are various learning strategies which can be used. Second language teachers should encourage students to experiment with a range of learning strategies.

They should decide what they feel comfortable using or one that leads to success.

F.4 : PERSONALITY
There are various theories that claim that personality factors are important predictors of success in second language learning. Personality traits such as extroversion, introversion, risk-taking, independence and empathy have been the basis of discussions and disputes relating to this topic. Research: Theorists such as Guiora, Brannon and Dull (1972) have considered empathy to be important and Krashen (1981) argues that an out-going personality contributes to language learning (Ellis 1986). Research, such as that done by Krashen (1981), have found that introverts generally perform better academically whereas an extrovert appears more likely to take advantage of social opportunities for second language input. Despite these theories, the available research does not demonstrate a clearly defined affect on second language learning. Rather, we all have different and unique personalities and each personality trait can affect our second language learning in different ways.

IMPLICATIONS FOR TEACHERS

It is important that the teacher understands his/her students personalities. Teachers should also take learners individual personalities and learning strategies into account. Through doing these, it can assist in creating a learning environment in which virtually all learners can be successful in learning a second language

F.5 : LEARNING DIFFICULTIES

Many people believe that students with learning difficulties can not successfully learn a second language. Research has proven that second language learning is not linked to intelligence and therefore (most) students with learning difficulties can succeed in second language learning.

IMPLICATIONS FOR TEACHERS

Second language teachers need to promote inclusivity, so all students are able to learn successfully. Teachers should implement modifications that also incorporate multi-sensory activities, to help students learn experimentally as well as linguistically.

Teachers need to be understanding of difference and cater for the needs of all students.