learning style

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Chapter IV Learning Styles and Language Learning Strategies

I. Learning Styles

A learning style refers to an individual’s natural, habitual, and preferred ways of absorbing, processing, and retaining new information and skills which persist regardless of teaching methods or content area. A learning style involves perception, cognition, conceptualization, affect, and behavior. It is understandable that various learning-style models and definitions exist. Learning style preferences refer to the way you like to learn. They are put into action by specific learning strategies.

Everyone has a learning style, but each person’s is as unique as a signature. Each signature appears to be influenced by both nature and nurture; it is a biological and developmental t of characteristics. There are no positive or negative traits, only preferences, and even strong preferences can change. Students tend to learn better when the classroom instructor nurtures their learning style.

1.1 The value of learning styles

Rearch suggests that the greater the number of styles students can u, the more successful they will be at learning language. Rearch also shows that we all have learning style preferences and thus may tend to favor our preferred approaches in our learning.

1.2 Types of Learning Styles

The three tables (Table 1: Sensory/Perceptual; Table 2: Psychological/Personality Type; and Table 3: Cognitive) that precede the survey give an overview of the characteristics of each learning style and ways to facilitate learning for each type.

Table 1: Sensory/Perceptual Learning Style

苏轼词

	Characteristics of learners	Support teachers can provide
A. Visual	Prefer charts, graphs, something to read, or a picture	U flash cards, videos, or other visual aids.
B. Auditory	Prefer listening to lectures, conversations, tapes, etc., when learning.	Provide opportunities to listen to lectures and discussions. Recap verbally.
C. Tactile/Kinesthetic	Prefer aids that can be touched, manipulated, or written; and may practice language by drawing and/or tracing.	Provide hands-on experiences to understand language and culture (e.g., cultural interchanges using nonverbal communication strategies).

爱的旋律Table 2: Psychological Type (Personality)

	Characteristics of learners	Support teachers can provide
A. Extroverted	Energized by the outside world; active, interaction-oriented, and outgoing; have broad interests; tend to reflect later (motto: “Live it, then understand it”).	南京灌汤包菜品大全Make available a wide range of social, interactive learning tasks (games, conversations, discussions, debates, role-plays, simulations).
B. Introverted	Energized by the inner world; prefer concentration; focus on thoughts and concepts; have fewer interests, but deep ones; like to be reflective (motto: “Understand it, then live it”).	Encourage more independent work (studying, reading, or working on the computer) or one-on-one work with another person.
A. Random-Intuitive	Like finding the big picture; enjoy formal model-building and abstract terms; focus on the future; look for possibilities; random access (when asked for 5 examples, they give exactly 5).	Provide future-oriented activities that call for language, such as speculating about possibilities.
B. Concrete-Sequential	Like to work step-by-step; follow directions carefully; tend to be linear and nsory-oriented; focus on the here and now; concrete quential (when asked for 5 examples, they give exactly 5).	Suggest that they perform tasks on a one-step-at-a-time basis and that they find ways to get feedback every step of the way (from peers, teachers, or natives outside of class).
A. Closure-Oriented	Decision makers; action takers; make and follow lists; want quick closure and control; have a low tolerance for ambiguity; often jump to conclusions by wanting to know answers right away; often hard working and decisive; find deadlines helpful.	Encourage learners to plan ahead and make their own deadlines. Provide them with specific directions, and encourage them to ask questions.
B. Open-Oriented	Information gatherers; like to take in a lot of information and experience before making a decision; think learning should be fun; can make work into play; might make lists, but don’t check off each item; tend to be flexible and open to change; have a high tolerance for ambiguity; e deadlines as artificial and arbitrary.	Provide opportunities for discovery learning and information gathering.

Table 3: Cognitive Learning Style

葱烧海参的家常做法毒面膜

	Characteristics of learners	Support teachers can provide
A. Global	Enjoy getting the main idea and are comfortable communicating even if they don’t know all the words or concepts.	Help learners understand the gist of what is said or written. Help them e that the particulars are not always crucial for understanding the message.
B. Particular	Need specific examples to understand fully; pay attention to specific facts or information; good at catching new phras or words.	Help learners understand that a focus on details can lead to understanding. Provide activities where they have to fill in the blanks with missing words.
A. Synthesizing	Like to find and organize key points into a summary; enjoy guessing meanings and predicting outcomes; notice similarities quickly.	Encourage learners to summarize material, guess meanings, and predict outcomes since their ability to integrate information gives them skills for this.
B. Analytic	Like to think and analyze; prefer contrastive analysis and discrimination exercis; not always nsitive to social/affective factors (tend to avoid social and emotional subtleties); often focus on grammar rules and generalizations.	Provide tasks that allow them to pull ideas apart and perform logical analysis and contrastive tasks. Recommend a good grammar book to support their language learning.
A. Sharpener	Notice differences and distinctions among items while committing material to memory; store items parately and retrieve them individually and can distinguish among speech sounds, grammatical forms, and fine distinctions of meaning.	Provide plenty of time during the initial learning of material so they are not overwhelmed.
B. Leveler	Clump material to remember it by eliminating or reducing differences and by focusing almost exclusively on similarities; may ignore distinctions that promote accuracy in a social context; tend to blur similar memories and to merge new experiences with previous ones.	Support learners’ inclination to start communicating without worrying about all the niceties of language and structure. Counl the students to style-stretch to allow for some attention to structural fine points.
A. Deductive	Like go to from the general to the specific, to apply generalizations to experience, and to start with rules and theories rather than specific examples.	Encourage learners to u grammar and other materials that lay down the rules and help them find partners who can explain the rules when the text doesn’t help.
B. Inductive	Like go to from specific to general and to begin with examples rather than rules or theories.	Support learners’ inclination to learn rules intuitively
A. Field-Independent	Able to handle the language parts as well as the whole without being distracted; good at juggling numerous language elements at once without dropping the ball.	Provide tasks that call for multiple checking and cross-checking without getting confud.
B. Field-Dependent	Need context to focus and understand something; may take in language one part at a time; challenged if they have to juggle features of the language at the same time (e.g., verb, ten, number agreement).	Provide tasks that focus on a few concepts at a time (e.g., conversing with natives without being corrected every moment).
A. Impulsive	Process material at a high speed with low accuracy; often take risks and guess.	Provide opportunities to speak without planning everything out in advance.
B. Reflective suv什么意思	Process material at a low speed with high accuracy; avoid risks and guessing.	Guide learners to prepare for high-risk tasks like speaking.
砖组词组 A. Metaphoric	Learn material more effectively if they can conceptualize aspects of it (e.g., the grammar system) in metaphorical terms.	Provide with metaphorical examples.
B. Literal	Prefer literal reprentations of concepts and like to work with language material more or less as it is on the surface.	Support preference to simply u the language without any theoretical background.

1.3 The importance of learning styles

Awareness of our learning style preferences allows us to understand and organize our learning. Since some aspects of learning are usually out of our control (textbook, tasks, teacher, and topic), we can improve our chances of learning by knowing how we can work most comfortably, quickly, and easily. Being in control of our learning styles makes us more flexible learners, since the more ways we can learn comfortably, the better. Knowing how we learn best can make us more efficient, since the less amount of time needed to learn, the better. Awareness of our style preferences can make us more effective learners, since the more easily we can learn, the better.

II. Summary

III. Assignments

How to teach learners in a large class in China according to their styles?

附录：

本表共有14道题（其中9、12、13、14道题分别有两个小题），每道题后面有5个选项。请你根据自己的实际情况选择其中一个选项作为答案。1-5代表的情况如下：1=这个陈述完全或几乎完全不符合我的情况2=这个陈述通常不符合我的情况3=这个陈述有时符合我的情况4=这个陈述通常符合我的情况5=这个陈述完全或几乎完全符合我的情况

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