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Learning styles and strategies.

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a work for Applied Linguistics class.

a work for Applied Linguistics class.

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  • 1. · Sources of variation in language learning (Rebecca L. Oxford) · Focus on Language Learner: Motivation, Styles and Strategies (Andrew D. Cohen and Zoltán Dörnyei) Students : Natalia Lopez Marlen Rojas Date : April 17th, 2008 Professor : Katica Oblinobic
  • 2. Sources of variation in language learning
    • Why do some ESL students learn much more quickly than others ?
    Large Culture: I/C and TOA affect language learning Small culture: Demagogic Factors: Stylistic Factors: Brain, Learning styles, Field Dependence (FD) Field Independence (FI) Personality types. Cognitive and Affective factors: Second v/s Foreign Language: SL environment, FL environment, Hybrid environment. Individual Student’s characteristics Contextual Sources (Background)
  • 3.
    • Influences ethnic, national or
    • international interaction with the
    • Learners.
    • Different beliefs and values can also limit language achievement and goals. Learner ’ s differences v/s teacher ’ s differences (troubles) , but they can be modified through activities.
    • Saleh (1997) ­> Individualism/collectivism (I/C) and Cultural Tolerance of ambiguity (TOA), affect language learning.
    Large Culture :
  • 4.
    • Classroom, street and self access to learning are the main factors which also affect learning process.
    • Teachers ’ treatment can be: Autocratic,
    • Democratic or Laissez-faire (let it be).
    • The 2nd model is the one that students
    • enjoy more.
    In this context: Which are the most common stumbling blocks for second language learners? Small culture:
  • 5.
    • Related to different environments.
    • SL environment : Natural inputs of the target language
    • FL environment : Target language is not the main mean of communication eg. English learning in Japan.
    • Hybrid environment : ESL/EFL environment, eg. Puerto Rico
    Second v/s Foreign Language :
  • 6.
    • Styles, Approach to Learning or problem-solving as Brain Hemisphericity, learning styles and personality.
    • Brain: Activity, Damage, Gender Differences.
    • Left side: Logical/Verbal Right side:Emotional/Creative
    • Learning styles and academic choices are related to hemisphericity of the brain.
    • Learning styles: How people learn from different types of interactions.
    • Sensory Preferences: Visual/Auditory/Kinesthetic/Tactile.
    Stylistic Factors:
  • 7.
    • Field Dependence (FD) Rely on external points of reference (context). Social language skins.
    • Field Independence (FI) Rely on internal points of reference ( Analytic language learning).
    • Personality types: extroverted/introverted, sensing/intuition, thinking/feeling, judging/perceiving .
    • What side of the brain do you think was more developed in the case of Mozart, Picasso and Shakespeare?
    The Brain Game
  • 8.
    • Includes motivación, self-referencial
    • judgements, anxiety and language
    • clearing strategies.
    What are the main motivations to learn a new language?
    • Gender, Age, Home language and Foreign travel experience.
    • *Differences between males and females.
    • *The critical period (before puberty)
    • *Development of language skills
    Cognitive and Affective factors : Demographic Factors:
  • 9. Focus on the language learner: Motivation , Styles and Strategies
  • 10. Focus on the language learner: Motivation , Styles and Strategies
    • Learner Characteristics: Success rely on different factors such as Intensity of a course, abilities, methodologies and characteristics of a teacher , qualities of the learners’ material, the language practice and of course features of the students , some of them which are beyond the teacher’s control and others that actually can be motivated.
    Learners who are successful may indeed be highly motivated, do you think they became successful because of their motivation?
  • 11. Focus on the language learner: Motivation , Styles and Strategies Learner Characteristics Characteristics Outside the teacher’s control Language Aptitude Age and Gender Motivation The Social Nature of L2 Motivation Motivation as a Dynamic Process Motives to Learn a L2 Executive motivation Motivating Larners Learning style Learning strategies learning strategies use strategies Self-motivating strategies Definition Communication strategies Cognitive, Meta-cognitive, Affective and social Strategies Self- motivating Strategies Pedagogical Implications: the Intersection of Motivation, Styles and Strategies Skill Areas &
  • 12. Characteristics Outside the teacher’s control :
    • Demographic Variables .
    • Language Aptitude:
    • Learning effectiveness: Type of learning and the amount of energy to acquire new language information.
    • Teachers can compensate this factor with motivation and the use of proper strategies.
    Motivation:
    • Motivation : Employing certain methods it is possible to change learners motivation in a positive direction.
    • The Social Nature of L2 Motivation : Learning a new language involves not only adoption of new grammar or vocabulary, but entails learning an entire new culture and even behaviour.
    To increase effectiveness of instruction
  • 13.
    • Motives to Learn a L2
    • Integrative Orientation, Instrumental Orientation,The Integrative Motive ( Integrativeness , Attitudes, Motivation)
    • Executive motivation
    • 1.-Percives quality of the learning experience .
    • 2.- “Autonomy” (self determination)
    • 3.- Motivational retrospection : To look back and evaluate
    Motivation as a Dynamic Process (Motivating Learners)
    • Accordong to Dörnyei
    • Creating the basic motivational conditions
    • Generating initial student motivation
    • Maintaining and protecting motivation
    • Encouraging positive retrospective self evaluation
  • 14. Learning Styles
    • Teachers can modify the learning task to get best results and to incorporate differents approaches (Style-stretching)
    • Being Visual, auditory or hand-on
    • Being more extroverted versus introverted
    • Being more abstract and intuitive versus more concrete and thinking in step-by-step sequence.
    • Being more global versus more particular
    • Being more synthesizing versus being more analytic
    Juanito is in English class but he was drawing while the teacher spoke. However he understood the whole class. Why?
  • 15. Learning strategies
    • Strategy definitions
    • Language learning strategies
    • Language use strategies
    • Retrieval strategies
    • Rehearsal strategies
    • Communication strategies
    • Cover strategies
    • Self-motivating strategies
  • 16. Communication strategies (Dönyei ) Appeal for help Asking for repetition Asking for clarification Asking for confirmation Expressing non-understanding Interpretive summary Interactional Use of fillees and other hesitation advices Stalling or time-gaining Circumlocution Approximation Word coinage Use of non-linguistic means Literal translation Foreignizing Code switching Achievement or compensatory Message abandonment Topic avoidance Avoidance or reduction Communication strategies
  • 17. Cognitive, Meta-cognitive, Affective and social Strategies * Cognitive, Metacognitive, Affective, Social Strategies. Classifying Strategies According to Skill Areas Related to reading habits in the target language Basic reading strategies When encountering unknown words and structures Reading Strategies to increase exposure to the new language Strategies to become more familiar with the sounds in the new language Strategies for better understanding the new language in conversation When listening in L2 language If some or most of what someone says in the language is not understood Listening Classifying Strategies According to Skill Areas
  • 18. In order to enhance language learning and use To work directly in the target language as much as possible Strategic use of traslation To memorize new words In order to review vocabulary In order to recall vocabulary As a way of making use of new vocabulary Vocabulary estrategy Basic writing strategies While writing an essay Once a draft essay has been written Writing In order to practise for speking In order to engage in conversations Incapacity to think of a word or expression Speaking
  • 19. Self- motivating Strategies
    • Commitment control strategies.
    • Meta-cognitive control strategies
    • Satiation control strategies
    • Emotion control strategies
    • Environmental control strategies
    Pedagogical Implications: the Intersection of Motivation, Styles and Strategies Steps for Style and Strategies- based Instruction Which styles learners favour? Provide guide exercises to practice Encourage students to find their own strategies Students share about their own techniques
  • 20. MBTI TEST