This document discusses how teaching styles can affect students' preferences for second language learning. It notes that students have different learning styles, such as visual, auditory, verbal, reflective styles. Teachers also have different teaching styles like inductive, deductive, learner-centered styles. Research suggests teaching styles should match students' preferred learning styles for effective learning. A mismatch between teaching and learning styles can lead to inefficient learning. The study aims to determine what teaching styles are best suited to different learning styles in second language acquisition and whether mismatches affect learning outcomes. It discusses Kolb's learning styles theory and Gagne's conditions of learning theory.

1. The Effects of Teaching Styles on
Students' Second Language
Learning Preferences

2. Rational Background of the Study

3. Studies show that in learning the
second language, the students are
hesitant in engaging themselves in the
learning process. In accordance to this,
students develop their own learning
styles to satisfy their preferences in
learning.

4. Students vary in their learning styles.
Researches show different learning strategies of
students: Some are visual learners, some
auditory, at times both; Some are verbal
learners, some, reflective; Some learn through
intuition, sensory, others learn inductively or
deductively (Felder&Henricks, 1995); For others
they cannot learn without someone with them
and others might prefer to just self study; And
for some, they rely on their instructor or
teacher.

5. Teachers teach in varied ways, too, as learners vary
in styles of learning. This includes: Inductively,
deductively, learner-centered, learning-centered,
teacher-centered, task oriented, collaborative
planner, subject-centered, emotionally exciting
and the counterpart (Fischer, 1979). And these
may influence the students learning preferences.

6. Researches suggests that the teaching style of
the teachers should match with the prefered
learning styles of the students in order for
effective learning to take place. And a
mismatch on this aspect may cause the
inefficiency of learning process (Zhou, 2011).
Thus, suggesting that teachers need to know
the students’ learning preferences before
diciding what approach to employ in teaching.

7. Researches say that matching the teaching
style to those of the learners preferences
improve students' attitudes, academic
achievements, behavior, and second
language learning (Wallace&Oxford, 1992)

8. This study aims to answer the following questions:
1.What teaching styles are most suited with the
learning styles of the students especially in second
language learning?
2.What learning styles should the teacher take into
consideration before deciding what style or
approach to use?
3. Does mismatches of teaching and learning styles
affect best outcomes of learning?

9. THEORIES

10. •David Kolb's Learning Styles
- It is much effective to design a curriculum
in order for students to be engaged with the
lessons and in varied activities that fit or
match their learning styles and learn
effectively.

11. •Robert Gagne's Conditions of Learning
-There are eight (8) component
functions of the instructional situation
wherein when combined with the
capabilities of the student results to desired
change of the students.