The document discusses individual differences in language learning, including learning styles, strategies, and intelligence. It describes various learning styles like field independence, left and right brain functioning, ambiguity tolerance, and visual vs auditory styles. Strategies discussed include cognitive strategies, socioaffective strategies, communication strategies, and strategies based instruction. The conclusion emphasizes that understanding individual learner differences in styles and traits can help predict language learning success, and teachers should develop instructional strategies that match students' preferred learning preferences.

1. ENGLISH TEACHING PRACTICUM
TEACHER: MSC.MARICELA MADRID
STUDENT: VERÓNICA MORENO
LEARNING ACTIVITY 2.1

2. INDIVIDUAL
DIFFERENCES
There are some styles and strategies of second
language learning, a few words are in order to
explain the differences among process, style and
strategies.
PROCESS
STYLE
STRATEGIES
All humans of normal intelligence
engage in certain levels or types of
learning
Consistent and rather enduring
tendencies or preferences within an
individual.
Are specific methods of approaching a problem
or tasks, modes of operation for achieving a
particular end, planned designs for controlling
and manipulating information.

3. LEARNING STYLES
Learning styles refers to the
understanding that every student
learns differently. Technically, an
individual’s learning style refers
to the preferential way in which
the student absorbs, processes,
comprehends and retains
information.
Learning styles might be thought
of as cognitive ,affective and
psychological traits
FIELD INDEPENDENCE
LEFT AND RIGHT BRAIN FUNCTIONING
AMBIGUITY TOLERANCE
REFLECTIVITY AND IMPULSIVITY
VISUAL AND AUDITORY STYLES
STRATEGIES
COMMUNICATION STRATEGIES
STRATEGIES BASED INSTRUCTION

4. FIELD INDEPENDENCE
COGNITIVE STYLE
It is defined by a
tendency to separate
details from the
surrounding context.
It is an ability to
perceive a particular
, relevant item or
factor n a field of
distracting items.
Students feel motivated by
impersonal, analytical activities
that do not necessitate a group-
type approach. Show a rational,
intrinsic appeal for the task
without consulting others.
Typically like competition and
individual recognition. Do best
with learning the history or
theory of the activity before
attempting to do the assignment

5. LEFT AND RIGHT BRAIN FUNCTIONING
The left hemisphere is
associated with logical,
analytical thought, with
mathematical and linear
processing of information.
The right hemisphere is
perceives and remembers
visual, tactile, and auditory
images.
Two of them work
together as a team
Most problem solving involves
the capacities of both
hemispheres
The left/right construct helps to define
another useful learning style continuum,
with implications for second language
learning and teaching.

6. AMBIGUITIY TOLERANCE
An ability to deal with
ambiguous new stimuli
without frustration.

7. REFLECTIVITY AND IMPULSIVITY
It is common for us
to show in our
personalities certain
tendencies toward
reflectivity
sometimes and
impulsivity at other
times.
when students take more time
in their work and it is more
accurate they are considered
as “ reflective”
Students who rush to
perform a task often
have errors. they are
“impulsive”
Slower, more
calculated decision
Systematic
Make fewer errors in reading
Quick or gambling guess
at an answer to a
problem
Intuitive
Faster reader

8. VISUAL AND AUDITORY STYLES
AUDITORYVISUAL
Visual learners will typically
retain more information when
they can see something that
graphically depicts what they
are trying to learn. Visual
learners should study using
visual aids whenever possible
like flashcards, drawings
anything that will give them a
visual memory.
Auditory learners will
retain more information
when they hear
something. For auditory
learners the best way to
learn is to hear something
…. Over and over. Use a
tape recorder, read out
loud. Have a friend quiz
them orally.

9. STRATEGIES
Strategies are those specific attacks
that we make on a given problem.
The field of second language
acquisition has distinguished between
two types of strategy : learning
strategies and communication
strategies.
COGNITIVE
STRATEGIES
• DEDUCTION
• RECOMBINATIOIN
• IMAGERY
• AUDITORY
REPRESENTATION
• KEYWORD
• CONTEXTUALIZATION
• ELABORATION
• TRANSFER
• INFERENCING
SOCIOAFFECTIVE
STRATEGIES
• COOPERATION
• QUESTION FOR
CLARIFICATION

10. COMMUNICATION STRATEGIES
Faerch and Kasper define
communication strategies
as potentially conscious
plans for solving what to an
individual presents itself as
a problem in reaching a
particular communicative
goal.
Avoidance strategies
Compensatory strategies
The most common type of
avoidance strategy is
syntactic or lexical
avoidance within a
semantic category
There are eleven strategies
types that communication
devices involves compensation
for missing knowledge

11. STRATEGIES BASED INSTRUCTION
Much of the work of researches and
teachers on the application of both learning
and communication strategies to classroom
learning has come to be know generically as
STRATEGIES BASED INTRODUCCION (SBI) or
as learner strategy training.

12. Conclusion :
INDIVIDUAL DIFFERENCES :
LEARNING STYLES
INTELLIGENCE
APTITUDE
PERSONALITY
AGE OF ACQUISITION
MOTIVATION AND
ATTITUDES
IDENTIFY AND ETHNIC
GROUP AFFILIATION
LEARNING BELIEFS
Individual differences that are inherent in the
learner can predict success or failure in language
learning.

13. Conclusion:LEARNING STYLES:
COGNITIVE
Includes all intellectual
behaviors and requires thinking.
AFFECTIVE
Deals with expression of feelings and
acceptance of attitudes, opinions or
values
PHYCHOLOGICAL
TRAITS
Involves acquiring skills that require integration
of mental and muscular activity.

14. Building strategies techniques
1. To lower inhibitions
2.To encourage risk taking
3.To build students – self-
confidence
4.To help them to develop
intrinsic motivation
5. To promote cooperative
learning
6.To encourage them to use right-brain processing
7.To promote ambiguity tolerance
8.To help them use their intuition
9. To get students to make their mistakes work
for them.
10. To get students to set their own goals.

15. Conclusion:
I think so that the individual differences and learning styles are very important
to improve skill into the class with our students. Its important to know their
feelings, thinking , knowledge, behavior, etc.
Teachers should focus their energy on developing teaching strategies which
match those learning preferences which correlate. In this way teachers will
achieve success with their students outside and inside class