Language Learning Styles and Strategies - PowerPoint PPT Presentation

Loading...

PPT – Language Learning Styles and Strategies PowerPoint presentation | free to download - id: 6611f7-OWI1N



Loading


The Adobe Flash plugin is needed to view this content

Get the plugin now

View by Category
About This Presentation
Title:

Language Learning Styles and Strategies

Description:

Language Learning Styles and ... Specific behaviors or thought processes that learners use ... Six Main Categories Cognitive Strategies Metacognitive Strategies ... – PowerPoint PPT presentation

Number of Views:62
Avg rating:3.0/5.0
Slides: 41
Provided by: Jass8
Learn more at: http://static.schoolrack.com
Category:

less

Write a Comment
User Comments (0)
Transcript and Presenter's Notes

Title: Language Learning Styles and Strategies


1
Language Learning Styles and Strategies
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

7
(No Transcript)
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

9
(No Transcript)
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

11
(No Transcript)
12
Auditory Preference
  • Comfortable without visual input
  • Excited by the classroom interactions in role
    plays and similar activities.
  • However!!!
  • ?They sometimes have difficulty with writing

13
(No Transcript)
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

15
(No Transcript)
16
QA
  • What sensory preference do you prefer?

17
(No Transcript)
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
(No Transcript)
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?

26
(No Transcript)
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

29
(No Transcript)
30
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
(No Transcript)
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
About PowerShow.com