Teaching Styles in Second Language Learning_FERRER (2013) (original) (raw)
Learning and teaching styles in foreign and second language education
Foreign Language Annals, 1995
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.
Learning Styles and Strategies in Second Language Learning: Theoretical Review
Cendekia: Jurnal Kependidikan dan Kemasyarakatan, 2013
Setiap individu memiliki strategi dan gaya belajar yang berbeda-beda dalam pembelajaran dan perbedaan tersebut menjadi sangat penting bagi guru dalam proses pendidikan. Hal ini menjadi satu al diantara faktor-faktor yang membantu menentukan bagaimana siswa belajar bahasa kedua (L2). Ada beberapa cara untuk mengetahui gaya belajar seperti pendapat para tokoh sebagai berikut:
A Study on the Importance of Learning Styles in Foreign Language Teaching
2018
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.
Kel 7. Language Learning Styles and
This study focuses on the relationship between learning styles and language learning strategies in the EFL context in China. The study presents two kinds of data: quantitative and qualitative. In the quantitative study, the subjects consisted of 187 second-year undergraduates. Two self-reported inventories, the Chinese version of MBTI-G and a questionnaire on the use of learning strategies adapted from O'Malley and Chamot's classification system, were used to examine the students' learning styles and learning strategies respectively. Structured interviews have been performed among the six high and low achievers in the qualitative aspect of the study.
ITL - International Journal of Applied Linguistics, 2010
An awareness of individual differences in learning has made ESL/EFL educators and programme designers more sensitive to their roles in teaching and learning and has permitted them to match teaching and learning styles so as to develop students’ second and foreign language learning. The purpose of the present study is to (a) determine what the learning style profiles of College of Education (Eastern Cape) students look like as well as (b) to determine if there is a relationship between the learning styles of these students and their performance on selected ESL tasks. The results indicated that the ESL college learners in the Eastern Cape displayed a variety of learning styles and also performed differently on a variety of ESL tasks.
Language learning styles and strategies
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.
Language learning styles and strategies: Concepts and relationships
IRAL - International Review of Applied Linguistics in Language Teaching, 2003
This article explains key concepts found in the articles in this special issue, such as second and foreign languages, learning styles, learning strategies, and motivation. In addition, this article introduces the other articles in the issue and explains how they relate to each other, to the concepts, and to psychological and sociocultural research traditions in applied linguistics.
The construct validity of one learning styles instrument
System, 2001
Learning style research has become ubiquitous in second/foreign language teaching and research. While such an approach has a great deal of intuitive appeal, difficulties arise when researchers attempt to conceptualize actual learning styles and relate these to factors other than individual preferences. These difficulties are further compounded when working with second/foreign language learners and the inherent issues of learner proficiency and target language comprehensibility. The present study examines the reliability and validity of Reid's (1984) Perceptual Learning Style Preference Questionnaire (PLSPQ), an instrument used to assess the learning style of English as a Second Language (ESL) students. Exploratory factor analysis was used to explore the dimensionality of the PLSPQ. Results showed that specific survey items did not necessarily group into factors conceptually compatible with Reid's learning style model. Subsequently, an alternative learning style factor structure was explored. #
Learning Styles: Implications for ESL/EFL Instruction
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.
LANGUAGE LEARNING STYLES AND STRATEGIES: AN OVERVIEW
AB S T R AC T : I n " L a n g u a g e L e a r n i n g S t y l e s a n d S t r a t e g i e s , " the author synthesizes research from various parts of the world on two key variables affecting language learning: styles, i.e., the general approaches to learning a language; and strategies, the specific behaviors or t h o u g h t s l e a r n e r s u s e t o e n h a n c e t h e i r l a n g u a g e l e a r n i n g. T h e s e f a c t o r s i n f l u e n c e t h e s t u d e n t ' s ability to learn in a particular instructional framework.
Language Learning Style Preferences: A Theoretical and Empirical Study
Advances in Asian …, 2012
- Learners’learning style has been one of the most important factors SLA researchers have focused on. However, Learners’learning styles have been ignored and have been considered as an insignificant component in the learning process. This paper aims at describing learning styles models, in particular Reid’s Perceptual Learning Style Preference Questionnaire (PLSPQ) and review the past studies conducted on learning style. Furthermore, the paper discusses some pedagogical implications which show how learning styles are important. Finally, it concludes and examines the gaps which exist in the literature for further study.
Learning styles in the foreign language classroom: a case study
Proceedings of the 5th Athens Postgraduate Conference of the Faculty of Philology, University of Athens (29-31 May 2009). Athens: University of Athens, 222-232., 2010
This paper reports on the investigation of the learning styles of a group of young learners and on the pedagogical implications for the teaching and learning of a foreign language. More specifically, after establishing the concept of cognitive or learning style (e.g. Hedge 2000), the discussion focuses on the fact that different researchers tend to categorize learners differently and, as a consequence, various cognitive styles have been proposed (e.g. Hedge 2000; Richards & Lockhart 1994). Moreover, the methodological issues as well as the inquiries that this small-scale survey was concerned with are presented in brief. Then, the main findings about the learning styles of the foreign language learners under examination are presented and discussed in relative detail. Dominant preferred ways of learning as well as similarities and differences between male and female learners are sought. Furthermore, an attempt is made to provide ideas and suggestions for tasks and activities that best suit and cater for the needs, learning styles and levels of cognitive development and language proficiency of the particular group of foreign language learners. Last but not least, it is suggested that conducting a thorough investigation of the learning styles of a particular group of students (of any school subject) has important implications for both the structure and the content of a course, the methodological approach followed and the tasks and activities that are assigned to learners.
Language Learning Styles and Strategies: A Brief Review
Menara Ilmu, 2018
Styles and strategies used in language learning actually different in terms, however, they give effects to the success of language learners. The learning styles comes from personality variables. Take for example; psychology, cognitive make up, socio-culture background and educational experience. Learning strategies relates to the behaviour or thought of learners to enhance their own learning. The functions of learning strategies is to make language learning easier, faster, more enjoyable, more self-directed, more effective, and more transferrable. The combination of language learning styles and strategies will create more independent and autonomous learners.