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• W2589575374 abstract "1. IntroductionIt is well-known that success in learning foreign languages may depend on a number of factors, such as the age of learners, their cognitive abilities, styles and strategies of learning, the learning environment and the learner's personality.It was not until the 1970s that the important role of factors was truly recognised and given adequate attention in teaching methodology. A shift of trends that took place in the last decades of the twentieth century with the arrival of the Humanistic Approach, followed by the Comprehension Based Approach and the Communicative Approach, resulted in a greater awareness of,and a stronger focus on the learner's feelings and emotions in the process of learning.Consequently, the language teaching methodology of the last two decades has been increasingly oriented towards creating a learning environment that provides an affirmation of the student and not only a good presentation of the language. Although work on factors may seem the sole responsibility of the teacher, much can also be done by the learner through the employment of adequate learning strategies. Good language learners are often those who know how to control their emotions and attitudes about learning (Oxford 1990: 140).The aim of this paper is to investigate the overall use of strategies and the differences in their usage between fivegenerations of students who are learning English as a foreign language in Serbia.2. Affective factors in foreign language learningThe filter hypothesis was originally proposed by Dulay and Burt (1977) in the form of affective delimiters, and then built on and revised by Stepehen Krashen (1982), Krashen and Terrell (1988). The hypothesis states how factors relate to the second language acquisition process and recognises the impact of three personal variables - self-confidence, anxiety and motivation.Self-confidence, or self-esteem, is defined as a personal judgement of worthiness that is expressed in the attitudes that individuals hold towards themselves (Coopersmith 1967). It is considered to be one of the central drives in human beings. When their level of self-esteem is low, students may avoid taking the necessary risks to acquire communicative competence in the target language; they may feel deeply insecure and even drop out of a class (Rubio 2007: 7). On the other hand, relevant studies show that high self-esteem positively influences the process of language learning and makes students willing to communicate (Lawrence 1996; MacIntyre et al. 1998).Another important factor that determines success in language learning is motivation. Its significance is briefly summarised by Dornyei (1998: 117):Motivation provides the primary impetus to initiate learning the L2 and later the driving force to sustain the long and often tedious learning process; indeed, all the other factors involved in L2 acquisition presuppose motivation to some extent.Distinctions are often made between instrumental and integrative motivation in social-psychological approach (Gardner 1985) or between intrinsic and extrinsic motivation in self-determination theory (Deci and Ryan 1985, Deci et al.1991). In field literature, one type of motivation was usually favoured over the other, but recent studies in language methodology have taken a more multidimensional approach, considering the results of several different lines of research into motivation in order to identify types and enhance them in the learning environment.Anxiety is defined as a feeling of uneasiness, frustration, self-doubt, apprehension or worry (Scovel 1978: 134). It is considered to be one of the most significant factors that may seriously affect the process of language learning, regardless of whether the setting is informal or formal (Arnold 1999: 59). A number of studies on anxiety in second language acquisition have confirmed its negative influence on language achievement (Horwitzet al. …" @default.
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• W2589575374 title "Age-Related Decline in the Use of Affective Learning Strategies" @default.
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