LEARNING

STYLES

A learning style is a student's consistent way of

responding to and using stimuli in the context of

learning.

composite of characteristic cognitive, affective,

and physiological factors that serve as relatively

stable indicators of how a learner perceives,

interacts with, and responds to the learning

environment.

educational conditions under which a student is

most likely to learn.

Learning styles are points along a scale that

help us to discover the different forms of mental

representations; however, they are not good

characterizations of what people are or are not

like.

What is a learning

style?

What is learning

process?

It is a characteristic of all human-

being,

It is our need to engage in different

actions

Cognitive style

Describes how the individual acquires

knowledge and processes information.

Cognitive styles are related to mental

behaviours which the individuals apply

habitually when they are solving problems.

Stable and persistent personality dimension

which influences attitudes, values and social

interactions

.

Field independence

A person who can easily recognize

the hidden castle or human face in 3-

D posters and a child who can spot

the monkeys camouflaged within the

trees and leaves of an exotic forest in

colouring books tend toward a field

independent style

the "field" may be perceptual or it

may be abstract, such as a set of

ideas, thoughts, or feelings from

which the task is to perceive specific

subsets.

the tendency to be "dependent" on

the total field so that the parts

embedded within the field are not

easily perceived, though that total

field is perceived most clearly as a

unified whole

Left-and Right-Brain

Functioning

Each hemisphere of the brain functions like two different

personalities with their own way of processing information.

The left brain thinks methodically and likes to organize and

categorize from the environment. It connects new

information with old, making sense of our world.

The left brain connects our internal world to our external

world giving us that feeling of being separate from one

another. It's the left brain that gives us the sense of "I am"

The right brain is that part of our brain that connects us to

each other. In counselling, it's the right brain that gives us

the feeling that our therapist is attuned to us.

Left Brain Function

Language

Logical

Linear

Literal

Right Brain Function

Non-

verbal Recognition

Facial expression
Gestures
Posture
Intensity of response
Holistic
Autobiographical Memory (remembering your
Birthday, significant events)
Map of the body (only on this side)
Stress Management

http://www.myshrink.com/left-right-brain-
function.php

Ambiguity tolerance

is the ability to perceive contradictory

issues which may be difficult to understand

in social and cultural behaviours as well as

information with several meanings in a

neutral and open way.

important issue within the development of

the own personality in education and inter-

cultural communication.

Reflectivity and

impulsivity

It reflects the observation that some

people are more impulsive than

others while processing information

and can reach judgements more

quickly (if not necessarily correctly)

than others who are more reflective

and take their time before reaching

conclusions and acting.

People who are slower than the

median, but score more accurately

than the median, are considered to be

"reflective''. (students who take

extended time on a task and produce

very accurate work)

Those who test faster than the median

but score below the median of

accuracy are "impulsive." (students

who rush through assignments,

frequently missing the correct answers

they also do not consider as many

alternative answers when presented

with open-ended questions as

compared to reflective students)

LEARNING STRATEGIES

What is learning
strategy?

•is thought and action that a learner takes to
understand, store and retrieve knowledge in order to
learn effectively. It relates to input.

•the approach for achieving the learning objects

•is included in the pre-instructional activities,
information presentation, learner activities, testing,
and follow-through

•is usually tied to the needs and interests of
students to enhance learning and are based on
many types of learning styles

I.

Cognitive strategies

Strategies attached to a particular task

which involves the malipulation of the

learning material itself.

A.

Deduction

Consciously applying rules to produce or

understand the second language

B.

Recombination

Constructing a meaningful sentence or

langer language sequence by combining

known elements in a new way

C.

Imaginery

Relating new information to visual concepts

in memory via familiar, easily retrievable

visualisations, phrases, or locations

D.

Auditory representation

Relation of a sound or a similar sound for a

word, phrase, or a longer language

sequence

E.

Keyword

Rembering a word in the second

language by

- identifing a familiar word in the first

language that sound like or
otherwise resembles the new word

- generating easily recalled images of

some relationship between the new
word and the familiar one

F.

Contextualization

placing a word or phrase in a

meaningful language sequence

G.

Elaboration

relating new information to other

concepts in memory

H.

Transfer

using previously acquired linguistic and/or

conceptual knowledge to facilitate a new

leanguage learning task

I. Inferencing

using available information to guess new

meanings of new items, predict

outcomes, or fill in missing information

II.

Socioaffective

strategies

Strategies which require the

involvement of

people and interaction. These

strategies are

connected with feelings and emotions.

A.

Cooperation

working with one or more peers to obtain

feedback, pool information, or model a

language activity

B.

Question for clarification

asking a teacher or other native speaker for

repetition, paraphrasing, explanation,

and/or examples

III.

Communication

strategies

Strategies that are used in

communicative

tasks when you lack knowledge to

convey

the message.

A.

Avoidance strategies

1.

Message abandonment

leaving a

message

unfinished due to language

difficulties

YY: Ummm... why is it called Crater Lake.

XX: Why... called?

YY: Why is it called Crater Lake.

XX: Ah... I'm not sure but... the... maybe

in the first... Um... crater means

the.... Ah... I don't know how to

explain… (laugh)

2.

Topic avoidance

avoiding topic areas or concepts that pose langauge

difficulties

YY: ... Do you ah... do you consider yourself ah...part of the..

what they call the new breed of Japanese young people.
XX: Un.. yes, I think so, but.. I am the... between…new

generation and old people? so called old people.

YY: Um..

XX: Un.

YY: How do you mean between.

XX: Un... cause... (pause) ah... I thi-...

What's what's the the new generation's idea, do you think?

B.

Compensatory

strategies

Compensatory strategies are thinking

strategies that empower the reader

to have a reflective cognitive

learning style that renders

interactive and meaningful dialogue

between the reader and the printed

page

Compensatory strategies

1.

Circumlocution

using many words (such as "a tool used for

cutting things such as paper and hair") to

describe something for which a concise

(and commonly known) expression exists

In other words, it is describing or exemplifing

the target object of action, e.g. a thing you

use to open a bottle with for a corksrew

1. Circumlocution

Circumlocution, Paraphrase, or

Description

YY: What kind of work.

XX: Oh, oh.. I was working now eh... Develop and..fine-line

pattern, (laugh) uh... circuit board, like circuit board.. very

fine.

YY: Uh huh..

XX: Uh.. fine line, and... very very narrow.. line.. On a board.

YY: So, it's a new.. new kind of IC or something like...

XX: No no no no... circuit board, full circuit board...IC is settled

on this.. circuit board.

2. Approximation

using an alternative term which expresses the

meaning of the target lexical item as closely as

possible, e.g. ship for sailboat

3. Use of all-purpose words

Extending a general, empty lexical item to

context where specific words are lacking, e.g.

the overuse of thing, stuff, you can call it

thingie

4. Word coinage

creating a nonexisting L2 word based

on a supposed rule, e.g. you call

vegeteriansit for vegeterian

And... at the mountain, we.. get off the taxi, and..

climb.. the mountain. It takes.... in total we have we

are.. We stayed...two... sleep..... s::leep days in the

mountain.

* (“sleep day” = night)

5. Prefabricated patterns

using memorised stock phrases,

usually for ‘survival’ purposes

6. Nonlinguistic signals

These are mines, gestures, ficial

expression, or even sound imitation

7. Literal translation

translating literally a lexical items, idioms, compoud

words (word is made when two words are joined to

form a new word, e.g. waterfall, keyboard,

playground, etc.), or structure from L1 to L2

YY: Ya, ah...I live in..the my house, that is the ah...bag

shop.

XX: ...

YY: BAG.

XX: Bag shop...

8. Foreignizing

using L1 word by adjusting it to L2

phonology and/or morphology, e.g.

by adding to it a L2 suffix

and when I.. when I did a.. parttime job at ... a

department.

* (“Department” = department store)

9. Code-switching

using a L1 word with L1 pronuncation or a L3

word with L3 pronuncation while speaking in

L2

10. Appeal for help

asking for aid from the interlocutor either

directly (e.g. What do you call it?) or indirectly

(e.g. by rising intonation, pause, eye contact,

puzzled expressions, etc.)

11. Stalling or time-gaining

strategies

using fillers or hesitation devices to fill

pauses and to gain time to think, e.g.
by using expressions such as well, let

me see, now let’s see, uh, as a

matter of fact, etc.

How can the teacher develop

learners’ strategies?

• Ask and find which strategies they

are already using – they can share
their ideas

• Teach strategies directly and help

students incorporate them into tasks

• Encourage students to use them
• Use the techinique THINK ALOUD –

say what you’re doing while
performing the task

THANK YOU FOR

YOUR ATTENTION!!!

HOPE YOU’VE

ENJOYED IT 