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Education

Applied Linguistics Presentation
by

Kyla Daniéll

on 24 January 2016

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Transcript of Education

one size does
NOT
FIT ALL

Jennie Malcom, Liubov Severynovska, & Kyla Robinson
What Are learning Styles and Strategies?
Research questions that have played an important role in this theme
Our research
Bernard, Jaclyn.
Motivation in Foreign Language Learning: The Relationship between Classroom Activities, Motivation, and Outcomes in a University Language-Learning Environment.
Ehrman, Madeline E., Betty Lou Leaver, Rebecca L. Oxford. “A brief overview of individual differences in second language learning.”
System
31 (2003): 313-330. Print.
Farajolahi, Shiva, Ali Asghar, Eshagh Nimvari. "The Relationship Between Student' Learning Styles And Their Language Learning Strategies."
Modern Journal Of Language Teaching Methods
4.1 (2014): 157-175. Web. 11 Nov. 2014.
Felder, Richard M. “Learning and Teaching Styles in Foreign and Second Language Education.”
Foreign Language Annals
28.1 (1995): 21-31. Print.
Oxford, R. “Language Learning Styles And Strategies: An Overview.”
Gala
(2003): 1-25. Web. 11 Nov. 2014.
Oxford, R. “Relationships between Second Language Learning Strategies and Language Proficiency in the Context of learner Autonomy and Self-regulation.”
Revista canaria de estudios ingleses
38 (1999): 109-126. Print.
Ungureanu, Cristina, Corina Amelia Georgescu. “Learners’ Strategies in Language Learning.”
Procedia - Social and Behavioral Sciences
46 (2012): 5000-5004. Print.
Wong, Lilian L.C., David Nunan. “The learning styles and strategies of effective language learners.”
System
39.2 (2011): 144-163. Print.
Wu, Jing. "Effects Of Learning Styles On Self-Directed Foreign Language Vocabulary Learning."
Studies In Self-Access Learning Journal
5.2 (2014): 112-126. Web. 11 Nov. 2014.
Xu, Wen. “Learning Styles and Their Implications in Learning and Teaching.”
Theory and Practice in Language Studies
1.4 (2011): 413-416. Print.
Situating our subject in the subDisipline of Applied Linguistics
Applied Linguistics
Objectives and Outcomes
Outcomes
By the end of the presentation:
All of you
understand more about your individual learning style
Some of you
will be able to think of new activities a teacher can use to cater to different learning styles
A few of you
will hopefully take what you have heard today and apply it in any future education career you may have!
Objectives
related fields
Psychology
Computer Science
Sociology
Anthropology
Comm. Research
Education
Education
Bilingualism
Motivating Students
Grammar & Vocab teaching
Assessments
Speaking , listening, reading, and writing proficiency
Gender in the classroom
Learning styles
Why do you think we chose to study learning styles?
Our Reasons
Without catering to different learning styles, there can be no REAL student progress
~oXFORD 2001
"Individual students learning styles and strategies can work together with -or conflict with- a given instructional methodology"
Learning styles
what are the Implications to learning and teaching?
What happens when there is a mismatch?
Is it necessary to be aware of your learning style(s)?
what can teachers do to help students based on learning styles?
What is the link between learning styles and strategies of learners?
A question for you...
definition
Auditory
Visual
Kinaesthetic/tactile
The ways in which an individual characteristically acquires, retains and retrieves information are collectively termed the individual’s learning style (Richard M. Felder, 1995).
This has adverse effects on the quality of the students’ learning and on their attitudes towards the teacher, class and subject.
Know the learning styles of their students
Adapt teaching methods and approaches to the various styles
Learning style is more or less fixed and not easy to change
The teacher has to understand the theories of learning style
Teachers:
have a clearer picture of the learning process

know what they are good at and why they might lag behind others in learning

have a higher interest and motivation

have increased responsibility for their learning
1. To discuss research questions
in the field of different learning styles when learning a second language.

2. To analyze how research questions were dealt with.

3. To develop ideas for further research in the field of learning styles.

Learning Style
Inventory
Both
determine students' abilities

predict students' performance

improve classroom teaching

develop greater flexibility

be aware of potential bias

Students:
Improve classroom community
Increase productivity

Bibliography
Learning strategies
Direct
Metacognitive Strategies
Affective Strategies
Social Strategies
Indirect
Memory
Cognitive Strategies
Compensation Strategies
S
T
R
A
T
E
G
I
C
L
E
A
R
N
I
N
G
Strategy Inventory for Language Learning -
SILL
(Oxford 2003).
Analyzing data
Quantitatively:
Prediction via Multiple Regression
Correlation
Analyzes of Variance (Oxford 1999, 115)

Qualitatively:
Case study
Learning styles = general approach
Learning strategies = context-based approach
Learning style determines your choice of learning strategies
(Ehrman 2003, 314)
Our results
Students tend to get bored, get discouraged, and may decide they are no good at the subject and give up all efforts to do well
Style distribution
Questionnaire - SILL
Participants - 19
Peculiarities
Auditory learner
Talks to self aloud
Enjoys talking
Easily distracted
Has difficulty with written directions
Likes to be read to
Memorizes sequentially
Enjoys music
Whispers to self while reading
Distracted by noise
Hums or sings
Outgoing by nature
Enjoys listening activities
Visual Learner
Mind sometimes strays during verbal activities
Observe rather than acts or talks
Likes to read
Usually a good speller
Memorizes by seeing graphics or pictures
Not too distractible
Finds verbal instruction difficult
Has good handwriting
Remembers faces
Uses advanced planning doodles
Quiet by nature
Meticulous, neat in appearance
Notices details
Kinesthetic
learner
Likes physical rewards
In motion most of the time
Likes to touch people when talking
Taps pencil or foot when studying
Enjoys doing activities
Reading not a priority
Poor speller
Likes to solve problems by physically working through them
Will try new things
Outgoing by nature; expresses emotions by physical means
Uses hands while talking
Dresses for comfort
To DO
Teachers also, may become critical of their own teaching in the face of low test grades, unresponsive and hostile classes
Full transcript