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Language Learning Styles and Strategies

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Title: Language Learning Styles and Strategies


1
Language Learning Styles and Strategies
  • Lecture 6

2
  • Objectives
  • by the end of this lecture you will be able to
  • Distinguish between learning styles and
    strategies.
  • List the main four domains of learning styles and
    give an example for each domain.
  • List the main six categories of learning
    strategies and give an example for each category.
  • Recognize the implications of these learning
    styles and strategies on L2 teaching.

3
  • What is a learning style?
  • What are the four domains of learning styles?

Refer to p. 359
4
  • What is a learning strategy?
  • Learning strategies can be classified in six main
    categories. What are they?
  • Refer to p. 359

5
  • Why is it important to have harmony between the
    students learning styles and strategies with the
    teachers instructional methodology?
  • Refer to p. 359

6
Learning Styles
  • What are the Learning Styles ?
  • ?The general approaches to learning
  • How many Learning Styles are there?
  • ?Four main dimension and many among each

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8
Sensory Preferences
  • What are the four sensory preferences?
  • What does sensory preference means?
  • Can people vary with their sensory preferences
    based on their cultural background?
  • Refer to p. 360

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10
Visual Preference
  • Visual students like to read and obtain a great
    deal from visual stimulation.
  • Stimulations such as words, images, motion
    pictures and live performances
  • Conversation and oral instruction
  • ?might be confusing to them

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Auditory Preference
  • Comfortable without visual input
  • Excited by the classroom interactions in role
    plays and similar activities.
  • However!!!
  • ?They sometimes have difficulty with writing

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14
Kinesthetic and Tactile Preference
  • Kinesthetic Tactile
  • Like lots of movement and enjoy working with
    tangible objects, collages and flashcards.
  • Instead of sitting still, they prefer walking
    around the classroom

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16
QA
  • What sensory preference do you prefer?

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18
Extroverted vs. Introverted
  • Extroverted
  • ?energy from external world.
  • ?enjoy interacting with people and making
    friends
  • Introverted
  • ?energy from internal world
  • ?seeking solitude
  • What should a teacher do with these two
    personalities? (refer to p. 360)

19
Intuitive-Random vs. Sensing-Sequential
  • Intuitive-Random
  • ?Think in abstract, futuristic, large-scale, and
    nonsequential ways
  • ?Like to creat theories and prefer to guide
    their own learning
  • Sensing-Sequential
  • ?Like facts rather than theories
  • ?Want guidance and specific instruction from
    teachers
  • What should a teacher do with these two
    personalities? (refer to p. 360)

20
How do teachers teach them both?
  • To offer variety and choice
  • Sometimes a highly organized structure for
    sensing-sequential learners
  • At other times multiple options and enrichment
    activities for another kind

21
Thinking vs. Feeling
  • Thinking
  • ?Oriented toward the stark truth
  • ?Want to be viewed competent and do not give
    praise easily
  • Feeling
  • ?Value other people in personal ways
  • ?Show empathy and compassion
  • What should a teacher do with these two
    personalities?

22
Closure-oriented/Judging vs.Open/Perceiving
  • Closure-oriented/Judging
  • ?Reach judgments or completion quickly
  • ?Enjoy being given specific tasks and deadlines
  • ?Desire for closure
  • Open/Perceiving
  • ?Take learning less seriously, treating it like
    a game
  • ?Dislike deadlines and like to have a long
    time soaking up information by osmosis.
  • They both provide good balance to each other

23
QA
  • What personality type do you think you are?

24
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25
Desired Degree of Generality
  • Global or holistic
  • ?Like socially interaction, communicating events
  • ?Feel free to guess from context
  • ?Tend to make grammatical mistakes
  • Analytic
  • ?Concentrate on grammatical details
  • ?Do not take risks guessing from contexts
  • What should a teacher do with these two
    personalities?

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27
Biorhythms
  • Learners have their best time for studying
  • Some perform well in the morning some in the
    evening

28
Sustenance
  • The need for food and drink while learning.
  • Quite a number of L2 learners feel very
    comfortable learning with a candy bar, a cup of
    coffee or a soda in hand while some tend to be
    distracted from studying

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Location
  • Involves the nature of environment
  • Temperature
  • Lighting
  • Sound
  • And even the firmness of the chairs

31
Learning Strategies
  • What are learning strategies?
  • ?Specific behaviors or thought processes that
    learners use to enhance their learning
  • How many learning strategies are there?
  • ?Six main categories

32
About strategies
  • A strategy is neither good nor bad
  • A strategy is useful if
  • ?a. It relates well to the L2 task at hand
  • ?b. It fits the particular students learning
    style
  • ?c. The student employs it effectively
  • Enable students to become more independent,
    autonomous, lifelong learners.
  • What should teachers do with these strategies?

33
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34
Cognitive Strategies
  • Enable learners to manipulate the language
    materials
  • E.g., through reasoning, analysis, notetaking,
    summarizing, outlining, reorganizing, etc.

35
Metacognitive Strategies
  • Identifying ones own learning style preferences
    and needs
  • Manage the learning process overall.
  • Give examples. P.364

36
Memory-related Strategies
  • Help learners to link one L2 item or concept to
    another, but do not always involve deep
    understanding
  • Enable learners to learn and retrieve information
    in an orderly string
  • Learners need such strategy much less when they
    become better
  • Give examples p. 364

37
Compensatory Strategies
  • Guessing from context in listening and reading
  • Use synonyms and talk around the missing word
    to aid speaking and writing
  • Use gestures or pause words
  • Help learners to make up missing words

38
Affective Strategies
  • Identify ones mood and anxiety level
  • Use deep breathing or positive self-talk
  • Students who progress toward proficiency seldom
    need it

39
Social Strategies
  • Work with others and understand the target
    culture as well as the language
  • Intensive interaction with people
  • Give examples p. 365

40
  • what are the implications of learning styles and
    strategies for L2 teaching?
  • Refer to p. 365

41
Literature as Content For ESL/EFL
  • Lecture 7

42
objectives
  • List the benefits of using literature as content.
  • The importance of literature to extent learners
    awareness of their own communication.
  • List the six aspects of language development in
    literature.
  • Compare between efferent and esthetic reading.
  • List the advantages of stylistics
  • Use characterization and point of view in
    language development.
  • Use literary texts in integrating the four
    language skills.

43
The three benefits of using literature as content
  1. Show the importance of form in communication.
    (how the language is used)
  2. Good resource for integrating the 4 skills.
  3. Raises cross-cultural awareness.

44
Defining literary texts
  • Language is used to convey a message by relating
    information.
  • Literature convey an individual awareness of
    reality
  • What makes literary texts unique is that the WHAT
    and HOW of the text communication are
    inseparable.
  • This makes literature valuable for extending
    learners awareness that how they say something
    is important in two ways.
  • What are those two ways? (refer to p. 319)
  • Example p. 319-320

45
Defining literary texts. Cont.
  • How something is said often contributes to
    speakers achieving their purpose in
    communication.
  • Deciding how something is said, speakers often
    communicate something about themselves.
  • The writer have the choice of what to say and
    what not to say.
  • The writer make grammatical and lexical choices
    to define spatial and temporal frames.
  • Kramsch example. (1993)

46
Defining Literary Text. Cont.
  • The particularity of literary text rests on the
    authors use of six aspects of text development.
  • What are these six aspects? (refer to p. 320).
  • These dimensions of literary texts that
    contribute to the what/ how of literary
    communication.

47
Examples
  • Novels
  • Stories
  • Advertisements
  • Newspapers headlines
  • Jokes
  • Pun

48
Literary Text And The Reader
  • Rosenblatt(1978) defines literary texts in terms
    of how readers interact with them.
  • Interaction can be
  • Efferent reading (the focus is on
    the message)
  • Aesthetic reading (is for
    entertainment(
  • Efferent vs. Aesthetic Reading
  • Define the two terms. Refer to p. 320

49
Stylistics and its advantages
  • Stylistics literary text analysis.
  • Advantages
  • A key to decode the text
  • Basing the interpretation of systematic verbal
    Analysis reaffirms the centrality of the language
    as the aesthetic medium of literature.
  • Easy for non-native speakers since they already
    have the systematic knowledge of the language.
  • other researchers say the focus on stylistics
    will prevent the reader from enjoying the text.
  • What do you think? Refer to p.321 to define
    practical stylistics.

50
Using Literary Texts to Develop Language
  • Pick a partner and choose one of the stories
    mentioned in p. 321-322
  • What things did you like about the story?
  • What things did you not like about the story?
  • If you wanted to give your students a story to
    read, what characteristics should it carry to
    achieve language development?

51
Characteristics of a chosen literary text
  • Students will enjoy reading literature only if
    the text is accessible to them.
  • The teacher should make sure that
  • the theme of the text is engaging
  • The linguistic and conceptual level are
    appropriate for the students.

52
Literary texts in language development
  • teachers can help students develop their language
    through literary texts by means of using
  • Characterization
  • Point of view

53
Characterization
  • Readers assess characters in a story based on
    what the character says and does.
  • How to assess
  • Listing the adjectives they believe best describe
    each character.
  • return to the text to justify their
    interpretations
  • Examine the language of the text.

54
Point of view
  • Three types of point of view Refer to p. 323 and
    define the three types of point of view.
  • Spatio-temporal point of view
  • (tenses order of events)
  • Ideological point of view
  • ( set of values, or belief system, communicated
    by the language of the text)
  • Critical literacy/ Critical reading (Critical
    literacy encourages readers to actively analyze
    texts and offers strategies for decoding the
    messages)
  • Critical readers thus recognize not only what a
    text says, but also how that text portrays the
    subject matter.  They recognize the various ways
    in which each and every text is the unique
    creation of a unique author.

55
Point of view cont.
  • Psychological point of view
  • Internal (the story is told from 1st person
    point of view by a character who shares his
    feeling or told by someone who know the
    feelings of the characters)
  • External ( the narrator describes the events and
    the characters from a position outside of the
    main character with no access to their feelings)

56
Using literary texts to integrate skills
  • How to integrate the 4 skills?
  • Reading refer to p. 326
  • Listening refer to p. 326
  • Speaking refer to p. 327
  • Writing refer to p. 328

57
Using literary texts to develop cultural
awareness.
  • Four dimensions of culture
  • The aesthetic sense.
  • (in which the language is associated with the
    literature, film, and music of particular
    country)
  • The sociological sense
  • (in which the language is linked to the costumes
    of a country)
  • The semantic sense
  • (in which a cultures conceptual system is
    embodied in the language)
  • pragmatic sense
  • (in which the cultural norms influence what
    language is appropriate for what context)
  • Refer to p. 328 to look up the meaning of these
    four dimensions

58
How to use a literary text to raise cultural
awareness?
  • Choosing different texts from different cultures
    provides a medium for sharing and illuminating
    the differences and similarities of two cultures.
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