Student learning styles and second language acquisition is a sensible process where one learns of another language than of his or her first language. This process takes place after one has already gained the first language. Therefore, when studying the second language the learner can also find the language to be the third, forth or fifth in his or her studies. The first language is the first language a person learns immediately after he or she is born. Caregivers or parents that surround an individual when he or she is born mostly teach this language. Like the second language, learning one can also have more than one language at the same time.
The author gives a brief overview on 11 recent studies on the subject.
Table of Contents
1. Student learning styles and second language acquisition
1.1 Piper, T. (2011). And then there were two: Children and second language learning. Toronto: Pippin Pub.
1.2 Purpura, J. E. (January 01, 2016). Second and Foreign Language Assessment. The Modern Language Journal, 100, 190-208.
1.3 Georgetown University Round Table on Languages and Linguistics, & Alatis, J. E. (2010). Linguistics, language teaching, and language acquisition: The interdependence of theory, practice, and research. Washington, D.C: Georgetown University Press.
1.4 Griffiths, C., & İnceçay, G. (June 01, 2016). Styles and Style-Stretching: How are They Related to Successful Learning?. Journal of Psycholinguistic Research, 45, 3, 599-613.
1.5 Mirzaee, S., & Maftoon, P. (December 01, 2016). An examination of Vygotsky’s socio cultural theory in second language acquisition: the role of higher order thinking enhancing techniques and the EFL learners’ use of private speech in the construction of reasoning. Asian-pacific Journal of Second and Foreign Language Education, 1, 1, 1-25.
1.6 VanPatten, B., & Williams, J. (2015). Theories in second language acquisition: An introduction. New York : Routledge
1.7 Butler, Y. G., & Hakuta, K. (January 01, 2008). Bilingualism and Second Language Acquisition. 114-144.
1.8 Brown, H. D. (2007). Principles of language learning and teaching. White Plains, NY: Pearson Longman.
1.9 Leaver, B. L., Ehrman, M. E., & Shekhtman, B. (2005). Achieving success in second language acquisition. Cambridge, UK: Cambridge University Press.
1.10 Haywood, A. L. (2005). The relationship between student learning styles and L2 acquisition in two international high schools' english language classrooms in Jeddah, Saudi Arabia. Thesis (Ph. D.): University of Mississippi
1.11 Zhonggen, Y. (April 01, 2016). The Impact of the E-Collaborative and Traditional Learning Styles on Learning Outcomes and Anxiety. International Journal of E Collaboration (ijec), 12, 2, 27-47.
Research Objectives and Themes
The primary objective of this compilation is to examine the intricate relationship between individual student learning styles and the process of second language acquisition (SLA). The work explores how diverse cognitive strategies, affective variables, and pedagogical approaches influence a learner's ability to successfully master a foreign language beyond their mother tongue.
- Analysis of cognitive and metacognitive strategies in language learning.
- The role of individual personality differences and demographic variables.
- Evaluation of teaching methodologies and their effectiveness across diverse student groups.
- The impact of learning environments, including E-collaborative and traditional classrooms.
- The interplay between memory processes and language retention.
Excerpt from the Book
Griffiths, C., & İnceçay, G. (June 01, 2016). Styles and Style-Stretching: How are They Related to Successful Learning?. Journal of Psycholinguistic Research, 45, 3, 599-613.
The authors introduce the readers to the cognitive form of study. A person who follows cognitive strategy is able to reason out things and analyze it. According to the cognitive model of learning, it suggests that learning is a dynamic and active process whereby students get the opportunities to organize their information, retain what is essential to them, and reflect on their success effort of learning, using appropriately the information and from their surrounding selecting information. Learning enables the use of three cognitive theories, which include the long-term theory, short-term theory and working memory (Griffiths & İnceçay, 2016). From the long-term theory, one is able to store information that comes from education and personal experience, while short-term theory enables an individual to recall information that comparatively insignificant.
Summary of Chapters
Student learning styles and second language acquisition: An overview of the fundamental processes involved in learning a second language after the mastery of a first language.
Piper, T. (2011). And then there were two: Children and second language learning. Toronto: Pippin Pub.: Examines how students differ in SLA based on affective variables and personal learning styles.
Purpura, J. E. (January 01, 2016). Second and Foreign Language Assessment. The Modern Language Journal, 100, 190-208.: Discusses the necessity for teachers to understand how learners approach their studies to create effective learning environments.
Georgetown University Round Table on Languages and Linguistics, & Alatis, J. E. (2010). Linguistics, language teaching, and language acquisition: The interdependence of theory, practice, and research. Washington, D.C: Georgetown University Press.: Details six primary language strategies, including cognitive, memory, and affective approaches.
Griffiths, C., & İnceçay, G. (June 01, 2016). Styles and Style-Stretching: How are They Related to Successful Learning?. Journal of Psycholinguistic Research, 45, 3, 599-613.: Focuses on the cognitive model of learning and how students organize information using long-term and short-term memory theories.
Mirzaee, S., & Maftoon, P. (December 01, 2016). An examination of Vygotsky’s socio cultural theory in second language acquisition: the role of higher order thinking enhancing techniques and the EFL learners’ use of private speech in the construction of reasoning. Asian-pacific Journal of Second and Foreign Language Education, 1, 1, 1-25.: Analyzes the role of working memory and mental activity in managing language learning resources.
VanPatten, B., & Williams, J. (2015). Theories in second language acquisition: An introduction. New York : Routledge: Explains memory strategies and the efficacy of creating word-meaning maps for long-term retention.
Butler, Y. G., & Hakuta, K. (January 01, 2008). Bilingualism and Second Language Acquisition. 114-144.: Discusses comprehensive and metacognitive strategies for evaluating and monitoring personal learning needs.
Brown, H. D. (2007). Principles of language learning and teaching. White Plains, NY: Pearson Longman.: Explores the use of Corpora as a tool to help learners identify regular word patterns used by native speakers.
Leaver, B. L., Ehrman, M. E., & Shekhtman, B. (2005). Achieving success in second language acquisition. Cambridge, UK: Cambridge University Press.: Emphasizes the importance of teachers adapting to students' unique personalities and behaviors.
Haywood, A. L. (2005). The relationship between student learning styles and L2 acquisition in two international high schools' english language classrooms in Jeddah, Saudi Arabia. Thesis (Ph. D.): University of Mississippi: Identifies the limitations of universal strategies, advocating for the flexibility of mixing strategies for better results.
Zhonggen, Y. (April 01, 2016). The Impact of the E-Collaborative and Traditional Learning Styles on Learning Outcomes and Anxiety. International Journal of E Collaboration (ijec), 12, 2, 27-47.: Investigates the balance between teaching strategies and student personality, noting that personality is changeable over time.
Keywords
Second language acquisition, Learning styles, Cognitive strategies, Affective variables, Metacognitive strategies, Memory theory, Language teaching, Pedagogical methodology, Student personality, Working memory, Bilingualism, E-collaborative learning, Educational success, Language proficiency, Learner autonomy.
Frequently Asked Questions
What is the primary focus of this work?
This work compiles various academic perspectives and research studies focusing on how individual learning styles, cognitive strategies, and psychological factors impact the acquisition of a second language.
What are the central themes explored in the text?
The central themes include the influence of memory systems, the importance of teacher-student personality alignment, the effectiveness of various language learning strategies, and the role of technological and collaborative tools in language education.
What is the core research objective?
The objective is to synthesize existing theories and research to understand how teachers and students can optimize the language learning process by acknowledging and adapting to individual learning differences.
Which scientific methods are primarily discussed?
The text reviews various research methods including cognitive modeling, longitudinal analysis of learning strategies, linguistic assessment studies, and comparative educational research.
What is covered in the main body of the document?
The main body consists of annotated summaries of key academic literature, covering topics from Vygotsky’s sociocultural theory to the practical application of corpora and E-collaborative learning environments.
Which keywords best describe this publication?
Key terms include Second Language Acquisition (SLA), Learning Styles, Cognitive Strategy, Metacognition, and Pedagogical Adaptation.
How does the text define the relationship between personality and language learning?
The text suggests that personality is a significant factor in how students approach language tasks, noting that while personality may be changeable over time, it remains a critical element in the overall effectiveness of language learning.
What role does memory play in second language acquisition?
Memory is categorized into long-term, short-term, and working memory. The text highlights how students use these systems to store information from personal experience, manipulate linguistic data, and create word-meaning maps for better retention.
Why is "style-stretching" significant for learners?
Style-stretching refers to the learner's ability to adapt and mix different strategies rather than relying on one, which the text identifies as a key component for becoming a highly effective and successful language learner.
- Citation du texte
- Alfhonce Michael (Auteur), 2017, Student learning styles and second language acquisition, Munich, GRIN Verlag, https://www.grin.com/document/369020
