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Great list and quite comprehensive! I would add some factors like:
– end goal of learning, such as for academic study (which would entail focusing on EAP), or for use in business (which would make the learner focus on Business English).
– the learner’s L1 – certain L1s are part of language families that make learning English easier than others (e.g. Latin-based or Germanic-based language speakers might find it easier to learn English than speakers of Asian languages or Arabic language speakers, because of typological proximity, especially when dealing with the same writing systems.)
– the affective filter of the learner, theory by which emotions, anxiety, levels of nervousness about the learning environment would affect the learning process and ability to acquire the language. According to this hypothesis, the affective filter needs to be low in order for acquisition to happen. Perhaps some teaching methods that are more authoritarian would cause the learner to experience a high affective filter and thus have struggles with learning.
– learner experiences that maybe create a stronger desire to learn like living in a country where English is spoken primarily, like in study abroad opportunities, which then expand to having made English-speaking friends that might help create more motivation due to sociolinguistic reasons.
– in some parts of the worlds, lack of access to basic resources would hinder learning.
To view past replies go to: https://changingenglishes.proboards.com/thread/17/factors-shape-learning-english
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These are the factors that I noticed as I teach both Chinese and Filipino students:
1. Better job opportunities – Chinese students believe that if you can speak English, they can get better jobs and get higher salary in big cities. Most Chinese students are also encouraged (or even forced by their parents to study English online) because of social competition that they experience. Filipino students, on the other hand, view English as the language of the workplaces. So, job qualifications are their motivation to learn.
2. Academic Papers – Some of my Chinese students learn English so that they can read various English-published papers while Filipino students’ academic papers mostly are written in English.
3. Soft skills – communication in the Industrial Revolution 4.0 is vital. So, language teachers are expected to teach students how to speak fluently in English.
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In Sri Lanka, the attitudes towards the language is one of the key factors coupled up with motivation, national and institutional policies, facilities provided for the purpose and so on.
In most cases , some students view learning an L2 – English as a rigorous task because of the teacher, text books , facilities etc whereas to some others it naturally comes from the homefront and/ or with the social milieu they deal with. -
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In Sri Lanka, there are many factors which shape the learning of English in the country. It is the official language in the country therefore, it is required to communicate all the administrative and educational matters. Consequently, Sri Lankans tend to learn English in order to have a good job. Furthermore, English language and the competencies of having English language show the social standard of the personnel in the Society.
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Yes, quite a long and comprehensive list of factors that influences English language learning. The admin has also highlighted some factors that are quite peculiar in my community here in Nigeria.
Some other factors that I think influences English language learning in my community includes:
1. Purpose of learning: some learners learn English language for career advancement while others sees it as an opportunity to improve social prestige. These to a large extent influences the pace of learning and the form of English that is been learnt.
2.Environment: the contents been drawn from the learners environment largely influences their output. -
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The list of factors presented is very comprehensive. I can hardly think of other factors…
Perhaps learners’ expectations of what a language class should look like, of who a language teacher should be (someone with LT trainiing or a so called’ native speaker’; beliefs about learning, teaching, their own role as students; attitudes towards the so called ‘standard variety’ and alternative varieties
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I can think of the following factors affecting English learners:
– Environmental/Contextual factors: Family perceptions and beliefs about the English language, status of English learning within the country, school curricula, teachers’ beliefs about English and English learning, status of the English language within public and private universities, and the beliefs about English promoted by the media.
– Learner’s motivational factors: Plans of studying abroad, intrinsic motivation to learn the language, or the desire of start a career related to language or which demands the learning of English.
– Mobility factors: Forced or planned migration to a country where English is used as a lingua franca.
– Interpersonal factors: Friends who speak different varieties of English, relationship with an English speaker, or the need to use English as a lingua franca. -
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