Learning and Teaching Styles

In the sections that follow, we describe five dichotomous learning style dimensions derived from work of Felder et al, indicating the ways in which the educational needs of students with strong preferences for certain poles of the dimensions are not met by traditional approaches to language instruction

2014

Scholarcy highlights

  • Learning styles have been extensively discussed in the educational psychology literature and in the context
  • Of language learning by Oxford and her colleagues, and over 30 learning style assessment instruments have been developed in the past three decades
  • In the sections that follow, we describe five dichotomous learning style dimensions derived from work of Felder et al, indicating the ways in which the educational needs of students with strong preferences for certain poles of the dimensions are not met by traditional approaches to language instruction
  • Recent studies of learning styles in foreign language education consistently place reading in the visual category, implying that instructors can meet the needs of visual learners solely by relying on written instructional material
  • Studies show that matching teaching styles to learning styles can significantly enhance academic achievement, student attitudes, and student behavior at the primary and secondary school level, at the college level, and in foreign language instruction
  • What must be done to achieve effective foreign language learning is to balance instructional methods, somehow structuring the class so that all learning styles are simultaneously—or at least sequentially—accommodated

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