There is little doubt that language learning is a multifaceted process affected by many factors whether internal or external. In terms of internal factors, Brown (2007), for instance, divide them into cognitive factors like learning styles, and learning strategies as well as affective factors including motivation, attitude, anxiety, self-esteem, types of personality, etc. In his taxonomy of individual differences affecting SLA, Ellis (2008) categorizes them into four areas: Abilities which includes intelligence, working memory, and language aptitude, Propensities including learning styles, motivation, anxiety, personality, and willingness to communicate, Learner cognitions such as learner belief, and finally learner actions like learning strategies. However, due to the time restriction, it is impossible to cover all of these factors once at a time. Therefore, this paper tries to focus on the learning styles as an internal cognitive variable affecting language learning.
Table of Contents
1. Definition and Basic Conceptual Issues
2. Learning Styles Taxonomies
3. Factors Shaping and Influencing Learning Styles
4. Problems with Learning Styles
5. Possible Advantages of Learning Styles in SLA
6. Teaching to a Variety of Learning Styles: Some Practical Guidelines
7. Conclusion
Research Objectives and Themes
This paper examines the role of learning styles as an internal cognitive variable in second language acquisition, specifically focusing on how these styles influence student learning and how teachers can accommodate them in the classroom.
- Theoretical definitions and conceptual distinctions between learning styles and abilities.
- Review of prominent learning style taxonomies and models.
- Analysis of factors influencing and shaping individual learning preferences.
- Critical discussion of methodological problems associated with learning style research.
- Practical pedagogical guidelines for implementing multi-style teaching approaches.
Excerpt from the Book
Factors Shaping and Influencing Learning Styles
It seems that one of the misconceptions about the notion of learning styles is that many believe they are stable learning orientation comparing to learning strategies which are context-sensitive. It may stem from some of the definitions of the term. As mentioned before, Keefe views the learning style as a fixed pattern responding to the environment. Wong and Nunan (2011), also, believe that styles appear to be relatively stable and will be deployed by individuals regardless of the subject being studied or the skill being mastered. However, as discussed before, stability is one of the characteristics of cognitive style which is restricted to information-processing. With regard to learning styles, many studies show that they can change over one’s lifelong and can vary from one task or situation to another. Learners need to learn how to be flexible, despite their preferences. (Sternberg, 1995, 1997)
Culture seems to play a strong, possibly dominant, role in determining how an individual will prefer to learn. (Young, 2010) Regarding the role of culture in students’ learning preferences, Reid (1987) demonstrated that ESL students in USA varied significantly in their sensory preferences depending on their different culture backgrounds. Students from Asian cultures, for instance, were often visual, with Koreans being the most visual. She found that Hispanic learners were frequently auditory. Reid discovered that Japanese are very non-auditory. ESL students from a variety of cultures were tactile and kinesthetic in their sensory preferences.
Summary of Chapters
Definition and Basic Conceptual Issues: Explores the conceptualization of learning styles, distinguishing them from cognitive abilities and cognitive styles.
Learning Styles Taxonomies: Provides an overview of various models, including Kolb’s constructs and Ehrman and Leaver’s classifications.
Factors Shaping and Influencing Learning Styles: Examines external and internal influences, such as culture and personality, on the development and stability of learning preferences.
Problems with Learning Styles: Addresses critical issues in the field, including a lack of unified definitions, measurement challenges, and conceptual confusion.
Possible Advantages of Learning Styles in SLA: Discusses the potential benefits of increased learner awareness and the role of learning styles in second language acquisition.
Teaching to a Variety of Learning Styles: Some Practical Guidelines: Proposes instructional techniques and pedagogical strategies to accommodate diverse learner needs.
Conclusion: Summarizes the current state of learning style research and emphasizes the importance of helping students become autonomous, flexible learners.
Keywords
Second Language Acquisition, Learning Styles, Cognitive Factors, Learning Strategies, Sensory Preferences, Field Independence, Field Dependence, Instructional Design, Pedagogical Guidelines, Metacognitive Awareness, Learner Autonomy, Educational Context, Personality Types, Kolb’s Model, Cultural Influence.
Frequently Asked Questions
What is the fundamental focus of this research paper?
The paper focuses on learning styles as an internal cognitive variable that affects second language acquisition (SLA) and how these styles are conceptualized and applied in educational settings.
What are the central themes discussed in the work?
The central themes include the definition of learning styles, taxonomies and models (such as Kolb's), the influence of culture and personality on learning, and the practical challenges of implementing these theories in classrooms.
What is the primary objective of the author?
The primary objective is to evaluate the significance of learning styles in language learning and to offer practical pedagogical guidelines for teachers to address student diversity.
Which scientific methods are primarily utilized?
The paper employs a comprehensive literature review and synthesis of theoretical models and empirical studies from various scholars in the field of language acquisition.
What topics are covered in the main body of the paper?
The main body covers the conceptual definitions of learning styles, various taxonomies, factors influencing these styles, critical problems within the field, and practical teaching strategies.
Which keywords best characterize the study?
Key terms include Second Language Acquisition, Learning Styles, Cognitive Factors, Metacognitive Awareness, and Instructional Design.
How do learning styles differ from cognitive abilities?
According to the author, learning styles represent personal preferences for approaching a task, whereas cognitive abilities determine the capacity for how well a student can perform a task.
Why is "style stretching" considered a beneficial concept?
Style stretching refers to helping students learn how to operate outside of their preferred comfort zones, which increases their flexibility and adaptability as learners in different situations.
- Citar trabajo
- Dr. Mohammad Javad Moafi (Autor), 2016, Implications of Learning Styles in Second Language Acquisition, Múnich, GRIN Verlag, https://www.grin.com/document/593780
