Teaching Styles in Second Language Learning_FERRER (2013) (original) (raw)
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The ways in which an individual characteristically acquires, retains, and retrieves information are collectively termed the individual's learning style. Mismatches often occur between the learning styles of students in a language class and the teaching style of the instructor, with unfortunate effects on the quality of the students' learning and on their attitudes toward the class and the subject. This paper defines several dimensions of learning style thought to be particularly relevant to foreign and second language education, outlines ways in which certain learning styles are favored by the teaching styles of most language instructors, and suggests steps to address the educational needs of all students in foreign language classes.
The ways in which an individual characteristically acquires, retains, and retrieves information are collectively termed the individual's learning style. Mismatches often occur between the learning styles of students in a language class and the teaching style of the instructor, with unfortunate effects on the quality of the students' learning and on their attitudes toward the class and the subject. This paper defines several dimensions of learning style thought to be particularly relevant to foreign and second language education, outlines ways in which certain learning styles are favored by the teaching styles of most language instructors, and suggests steps to address the educational needs of all students in foreign language classes.
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Language learning styles and strategies appear to be among the most important things influencing learning process. Much more effort is necessary to determine the precise role of styles and strategies, but even at this stage in our understanding we can state that teachers need to become more aware of both learning styles and learning strategies through appropriate teacher training. Teachers can help their students by designing instruction that meets the needs of individuals with different stylistic preferences and by teaching students how to improve their learning strategies. The following essay will be a personal reflection of my learning styles and strategies. Through this work I will assess my strengths and weaknesses and expand some opportunities available to me for growth. Finally, when you know your learning style and strategies, you can increase your knowledge base.
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The purpose of this study, which examines learning styles in foreign language teaching, is to determine the learning style/styles predominantly possessed by French learners, and to identify the methods, techniques, materials and activities that can be applied to effective learning and teaching considering individual differences. By Dunn & Dunn's model of learning patterns, a questionnaire consisting of 36 questions, and 12 questions in each section was applied. İtems in the questionnaire were divided into four groups as visual, auditory, kinaesthetic and multiple learning styles and the data were analysed through "frequency values" (f) and percentage values "%". According to the result, the students preferred the visual learning style predominantly, followed by kinaesthetic and auditory learning respectively, and very few multiple learning styles. A number of methods, techniques, materials and activities have been proposed to improve visual, auditory and kinaesthetic learning styles.
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Teaching English as a second or foreign language (ESL/EFL) has changed tremendously over the past two decades. Curricula, teaching methods, and teaching materials have been developed to meet the changing needs of the ESL/EFL population. However, the curricula of many ESL/EFL programs, (like those in China) are still linear or systematic and do not allow much room for individualizing instruction.
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