English Language Essays Learning Styles

English Langu hop on Essays information StylesFree Essays English wording EssaysAn examination of learnedness styles and typologies in a speech classroom.plan, teach / act, observe and reflect Sue Davidoff and Owen van den Berg, 1990The ObservationMyobservation was chthoniantaken at the British Council in Kuwait/Gulf Region. The observation class was of mixed nationality Arabic linguistic process speakers at Intermediate level. on that point were twenty students in total,80% males to 20% females. The class comprises of 30% students, 60% working orprofessional people 10% homemakers others. The age range isbetween 20 to 55 years. The class is halfway through a 6 months languagecourse. I ascertained and was involved in a 90 minute lesson focusing onvocabulary, reading and speaking. At the end the teacher answered my prep atomic number 18dquestionnaire.The followingessay consists of a brief theoretical, analytical and practical examination of learningstyles and typologies in a language classroom and how beat to plan for them. Itincludes an analysis of specific elements from the observed lesson put in thecontext of theory and intended future practise.To confine thelesson, the teacher used the white board, an overhead projector with onetransparency and three hand forths. Whole class work focused on provision ofvocabulary and contextualisation of the material. The material was real andrelevant to contemporary resides and cultures. The teacher used discussionstarters to motivate and encourage student interest and involvement (asAllwright and Bailey advise, 1991) Responses were elicited from the class andsupported through teacher good example of pronunciation and writing on the whiteboard. man-to-man work was limited. The teacher had established small groups(three to four students) aimed at balancing ethnic background and gender. interrogation shows theimportance of instinct and catering for different learning styles andcognitive strategies. When a learn ing style is not catered for, the studentcan easily perform bored and inattentive, do poorly on tests, getdiscouraged about the course, and may conclude that they are not best at thesubjects (Zhenhui, 2001). Various parameters have been constructed fordefining students preferred way of learning, such(prenominal) as Knowles (1982) concrete,analytical, communicative and authority-orientated learning styles (cited inRichards, 1994). another(prenominal) defines the groups as auditory, visual andkinaesthetic learning styles (Krause et al, 2003, pp154-155) whilstfigure 1 gives a representation of student and teacher inter-reactionsdependent on learning styles. Some researchers such as Richards (1994, pp.59-77)consider an individuals culture as vital to mind learning styles. Ladson-Billings(1995) advocates a system of Culturally Responsive learn which integratescultural points of reference through out the learning process. Others disagree(Kubes, 1998, cited in Krause) and cite more universal forms of learning.This class wasboth interested and engaged in its learning. However, during the interview,the teacher expressed a wish that at that place was more time for individual tailoring.The teacher acknowledged that this would better cater for the range oflearning styles. More concrete resources (actual materials eg fruit, etc) and subjoind use of visual aids (magazines, more transparencies, laminatedpictures) may also help to convey understanding and increase retention.Two tests wereused during the class one was a linking exercise and one a reading exercise.The teacher destroyed the lesson with each student expressing an opinion on anarticle using the lessons language. Whilst these were not formal tests, theyinvolved assessment strategies. As Nunan points out (1990, p62) assessment institutes part of the information for student evaluation. As this infers, thetools for student assessment, be they observational, formative or summative, remove to agreement with a n understanding of the bigger picture. For example, thegoal may be to allow students to understand, practise and pause their own languageand learning strategies (see Hismanoglus exploration of Language LearningStrategies, 2000) be they direct or indirect strategies (Oxford, 1990, p9).Most students require clear and precise scaffolding (Vygotsky, in Krause, 2003,pp60-65) to break off their metacognitive practises for making meaning. Assessmentcan act as a benchmark to the success of the learning process and show theteacher areas that need to be covered again or in a different way.There is no spacehere to do full justice to the impact of the learning environs upon studentsyet it needs inclusion for a balanced understanding of students learningstyles. Suffice it to say that, as Nunan and Lamb say (1996), the teacherneeds to aim for a safe, positive and progressive environment that encouragesstudent participation, thinking and risk-taking. Much as assessment is an endresult of refl ection upon what one wants to define, the learning environmentshould be based upon a thorough understanding of theoretical aspects. Forexample, traditional teaching methods tended towards a unitary approach tointelligence. Contemporary theories, such as Gardners work on multipleintelligences (cited in Krause et al, 2003) allow for the inclusion ofvariable factors that define a students strengths and weaknesses. Many agreewith Wilsons (1998) assurance that Gardners MI theory helps teachers createmorepersonalized and diversified instructional experiences and develops empoweredlearners (http//www.newhorizons.org/strategies/mi/wilson1.htm)This holisticapproach agrees with an understanding of other influences upon learning, Maslowshierarchy of needs for example (see insert 2), or Bronfenbrenners (1979)ecological systems theory. These ecological factors encourage moreintegrated forms of assessment and are particularly useful in understandingvarious forms of washback (see Cushing Weigle, 2002) that may result. Othermore organize tests such as the Myers-Briggs Type Indications Survey, (Myers McCaulley, 1985) may also have their place.The teacher usedgender and ethnic background to balance the groups. The groups worked welltogether in a pro-social manner. However, Woods encourages consciousexamination of an educators own attitudes, particularly when the may cause subconsciousactions and opinions to form (Woods, 1996). Should the two parameters ofgender and ethnicity do constraints, accordingly they are not valid means of groupconstruction. Sometimes is appeared that not all group members contribute intheir cooperative learning. However, research has shown that even those who donot appear to be so communicative do benefit to a degree from the listening andprocessing that this format provides. It may be that they are better atworking individually and as such should have the opportunity to do so.The teacher usedelements of the 3 Ps approach presentation, practise, production. However,as the lesson transcript shows, the language was grow in what became moreof a Harmer-style engage study activate method.I would like tolist the implications for my own teaching under the following pointsUse a wide range of teaching strategies and styles to ensure comprehension eg support communicate material with writing on the white board, leave the transparency up on the overhead projector, puzzle out in concrete materials, provide visual clues, model your required responses, set short, realistic goals and review and cycle often. (Antonaros, 2005 ), role play, use song.Use methods according to the area you wish to cover, the materials you have prepared and present briefly and precisely. If the area is suited best to direct instruction then use it, if student-centred instruction or co-operative groups then vary accordingly. Motivation and interest are paramount, but sound understanding is the goal.Prepare your materials so that they are interesting, real, relevant, encourage thinking whilst supporting language development.Take an action research approach to (for example Wrights, 1987, 2005) to develop a thorough understanding of my students learning and cognitive styles and my own attitudes.Use active listening to understand, modelling to improve and discussion to encourage communicationUse teacher modelling strategies to develop the students autonomous language learning skills as exemplified by Lowes and Target (1998) in Helping Students to Learn.Providing a positive learning environment where mistakes are not deridedAssign homework that re-caps and therefore re-enforces the issues covered in the lesson.Ensure equity in communication make sure everyone has a chance to speak.Everyteacher who has taught a group of grown-ups knows that some individuals may bereluctant to speak, especially when they realize or assume that other studentsare more fluent. (Turula,2002)ReferencesAllwright, D. Bailey, K. (1991). Focus on the LanguageClass room. Cambridge, UK Cambridge University Press.Antonaros, S. (no date) Looking Inside and come in for the Answer toMotivating Our Learners http//www.tesolgreece.com/nl/75/7505.html)Accessed 7th February 2006Davidoff, S., Van Den Berg, O. (1990) Changing YourTeaching. The challenge of the classroom. Pietermaritzburg CentaurPublicationsGardner, H. (1983) Frames of Mind. New York Basic Books,Harmer, J (1998) How to Teach English. Harlow, UK LongmanHismanoglu, M. (2000) Language Learning Strategies in ForeignLanguage Learning and Teaching, The Internet TESL diary, Vol. VI, No.8, August 2000Knowles, L (1982) Teaching and Reading. London, UK NationalCouncil on Industrial Language Training.Krause, K., Bochner, S., Duchesne, S. (2003) EducationalPsychology for learning and teaching. Southbank, Victoria Thomson.Kubes, M (1998) Adaptors and innovators in Slovakia Cognitive styleand social culture. European Journal of Personality, 12(3), pp.187-198Ladson-Billings, G. (1995). But thats just good teaching The casefor culturally relevant pedagogy. scheme into Practice, 34(3), 159-165.Lowes, R. Target, F. (1998). Helping Students to Learn.London Richmond.Malamah-Thomas, A. (987). Classroom Interaction. Oxford, UKOxford University Press.Nunan, D., Lamb, C. (1996). TheSelf-Directed Teacher. Cambridge, UK Cambridge University Press.Oxford, R. (1990). Language Learning Strategies What EveryTeacher Should Know. New York, USA Newbury House Publishers.Richards, J.C., Lockhart, C.L. (1994). Reflective Teachingin Second Language Classrooms. Cambridge, UK Cambridge University Press.Richards, J.C. Nunan, D. (eds.). Second Language TeacherEducation. Cambridge, UK Cambridge University Press.Turula, A (2002) Language Anxiety and Classroom Dynamics A Study ofAdult Learners. Forum English Teaching Online, US Dept of State, Vol.40 (2). http//exchanges.state.gov/forum/vols/vol40/no2/p28.htmtopWilson, L (1998). Whats the big attraction? Why teachers aredrawn to using Multiple Intelli gence Theory in their classrooms? http//www.newhorizons.org/strategies/mi/wilson1.htmAccessed 7 February 2006Woods, D. (1996) Teacher Cognition inLanguage Education. Cambridge, UK Cambridge University PressWright, T. (1987). Classroom Management inLanguage Education. Hampshire, UK Palgrave MacmillanWright, T. (1987). Roles of Teachers andLearners. Oxford, UK Oxford University Press.Zhenhui, R. (2001) Matching Teaching Styles with Learning Stylesin East Asian Contexts, The Internet TESL Journal, Vol. VII, No. 7,July 2001Matching teaching styles http//iteslj.org/Techniques/Zhenhui-TeachingStyles.htmlaccessed 3 February 2006.Language Learning Strategies http//iteslj.org/Articles/Hismanoglu-Strategies.htmlaccessed 3 February 2006Maslows Heirarchy of Needs, Huitt, 2004, http//chiron.valdosta.edu/whuitt/col/regsys/maslow.html.Accessed 7 February 2006Language Teaching http//www.ittmfl.org.uk/modules/effective/6a/paper6a4.pdfaccessed 5 February 2006