English Language Essays – Learning Styles

Free Essays – English Language Essaies

An scrutiny of larning manners and typologies in a linguistic communication schoolroom.

‘plan, teach / act, observe and reflect ‘Sue Davidoff and Owen van lair Berg, 1990

The Observation

Myobservation was undertaken at the British Council in Kuwait/Gulf Region. The observation category was of assorted nationality ArabicLanguage talkers at Intermediate degree. There were 20 pupils in total,80 % males to 20 % females. The category comprises of 30 % pupils, 60 % working orprofessional people & A ; 10 % housewifes & A ; others. The age scope isbetween 20 to 55 old ages. The category is midway through a 6 months languagecourse. I observed and was involved in a 90 minute lesson concentrating onvocabulary, reading and speech production. At the terminal the instructor answered my preparedquestionnaire.

The followingessay consists of a brief theoretical, analytical and practicalscrutiny of learningstyles and typologies in a linguistic communication schoolroomand how best to be after for them. Itincludes an analysis of specific elements from the ascertained lesson put in thecontext of theory and intended hereafter practise.

To back up thelesson, the instructor used the white board, an overhead projector with onetransparency and three press releases. Whole category work focused on proviso ofvocabulary and contextualisation of the stuff. The stuff was existent andrelevant to modern-day involvements and civilizations. The instructor used discussionstarters to actuate and promote pupil involvement and engagement ( asAllwright and Bailey advise, 1991 ) Responses were elicited from the category andsupported through instructor modeling of pronunciation and composing on the whiteboard. Individual work was limited. The instructor had established little groups ( three to four pupils ) aimed at equilibrating cultural background and gender.

Research shows theimportance of apprehension and providing for different acquisition manners andcognitive schemes. When a acquisition manner is non catered for, the studentcan easy go‘bored and inattentive, do ill on trials, getdiscouraged about the class, and may reason that they are non good at thesubjects ‘( Zhenhui, 2001 ) . Assorted parametric quantities have been constructed fordefining pupil ‘s preferable manner of larning, such as Knowles ( 1982 ) concrete, analytical, communicative and authority-orientated acquisition manners ( cited inRichards, 1994 ) . Another defines the groups as auditory, ocular andkinaesthetic acquisition manners ( Krauseet Al, 2003, pp154-155 ) whilstfigure 1 gives a representation of pupil and teacher inter-reactionsdependent on acquisition manners. Some research workers such as Richards ( 1994, pp.59-77 ) see an persons civilization as critical to understanding learning manners. Ladson-Billings ( 1995 ) advocates a method of Culturally Responsive Teaching which integratescultural points of mention through out the acquisition procedure. Others disagree ( Kubes, 1998, cited in Krause ) and mention more cosmopolitan signifiers of acquisition.

This category wasboth interested and engaged in its acquisition. However, during the interview, the instructor expressed a want that there was more clip for single tailoring.The instructor acknowledged that this would break cater for the scope oflearning manners. More concrete resources ( existent stuffs eg fruit, etc ) andincreased usage of ocular AIDSs ( magazines, more transparences, laminatedpictures ) may besides assist to convey understanding and increase keeping.

Two ‘tests ‘ wereused during the category – 1 was a linking exercising and one a reading exercise.The instructor finished the lesson with each pupil showing an sentiment on anarticle utilizing the lessons linguistic communication. Whilst these were non formal trials, theyinvolved assessment schemes. As Nunan points out ( 1990, p62 ) assessmentcontributes portion of the information for pupil rating. As this infers, thetools for pupil appraisal, be they experimental, formative or summational, need to equilibrate with an apprehension of the ‘bigger image ‘ . For illustration, thegoal may be to let pupils to understand, practise and develop their ain languageand larning schemes ( see Hismanoglu ‘s geographic expedition of Language LearningStrategies, 2000 ) – be they direct or indirect schemes ( Oxford, 1990, p9 ) .Most pupils require clear and precise staging ( Vygotsky, in Krause, 2003, pp60-65 ) to develop their metacognitive practises for doing significance. Assessmentcan act as a benchmark to the success of the acquisition procedure and demo theteacher countries that need to be covered once more or in a different manner.

There is no spacehere to make full justness to the impact of the acquisition environment upon studentsyet it needs inclusion for a balanced apprehension of pupils learningstyles. Suffice it to state that, as Nunan and Lamb say ( 1996 ) , the teacherneeds to take for a safe, positive and progressive environment that encouragesstudent engagement, believing and risk-taking. Much as appraisal is an endresult of contemplation upon what one wants to specify, the acquisition environmentshould be based upon a thorough apprehension of theoretical facets. Forexample, traditional instruction methods tended towards a unitary attack tointelligence. Contemporary theories, such as Gardner ‘s work on multipleintelligences ( cited in Krauseet Al, 2003 ) let for the inclusion ofvariable factors that define a pupil ‘s strengths and failings. Many agreewith Wilson ‘s ( 1998 ) averment that Gardner ‘s MI theory helps instructors createmorepersonalized and diversified instructional experiencesand developsempoweredlearners( hypertext transfer protocol: //www.newhorizons.org/strategies/mi/wilson1.htm )

This holisticapproach agrees with an apprehension of other influences upon acquisition, Maslow’shierarchy of demands for illustration ( see Figure 2 ) , or Bronfenbrenner ‘s ( 1979 ) ecological systems theory. These ‘ecological ‘ factors encourage moreintegrated signifiers of appraisal and are peculiarly utile in understandingvarious signifiers of ‘washback ‘ ( see Cushing Weigle, 2002 ) that may ensue. Othermore structured trials such as the Myers-Briggs Type Indications Survey, ( Myers & A ; McCaulley, 1985 ) may besides hold their topographic point.

The instructor usedgender and cultural background to equilibrate the groups. The groups worked welltogether in a pro-social mode. However, Woods encourages consciousexamination of an pedagogues ain attitudes, particularly when the may do subconsciousactions and sentiments to organize ( Woods, 1996 ) . Should the two parametric quantities ofgender and ethnicity become restraints, so they are non valid agencies of groupconstruction. Sometimes is appeared that non all group members contribute intheir concerted acquisition. However, research has shown that even those who donot look to be so communicative do profit to a grade from the listening andprocessing that this format provides. It may be that they are better atworking separately and as such should hold the chance to make so.

The instructor usedelements of the 3 P ‘s attack – presentation, practise, production. However, as the lesson transcript shows, the linguistic communication was expanded in what became moreof a Harmer-style engage – survey – activate method.

I would wish tolist the deductions for my ain instruction under the undermentioned points:

  • Use a broad scope of learning schemes and manners to guarantee comprehension eg support spoken stuff with composing on the white board, leave the transparence up on the overhead projector, bring in concrete stuffs, provide ocular hints, model your needed responses, set short, realistic ends and reappraisal and recycle frequently. ( Antonaros, 2005 ) , function drama, usage vocal.
  • Use methods harmonizing to the country you wish to cover, the stuffs you have prepared and present briefly and exactly. If the country is suited best to direct direction so utilize it, if student-centred direction or co-operative groups so vary consequently. Motivation and involvement are paramount, but sound apprehension is the end.
  • Fix your stuffs so that they are interesting, existent, relevant, promote believing whilst back uping linguistic communication development.
  • Take an action research attack to ( for illustration Wright ‘s, 1987, 2005 ) to develop a thorough apprehension of my pupils larning and cognitive manners and my ain attitudes.
  • Use active hearing to understand, patterning to better and treatment to promote communicating
  • Use teacher patterning schemes to develop the pupil ‘s independent linguistic communication larning accomplishments as exemplified by Lowes and Target ( 1998 ) inHelping Students to Learn.
  • Supplying a positive acquisition environment where errors are non derided
  • Assign prep that re-caps and hence re-enforces the issues covered in the lesson.
  • Ensure equity in communicating – do certain everyone has a opportunity to talk.

Everyteacher who has taught a group of grown-ups knows that some persons may bereluctant to talk, particularly when they realize or assume that other studentsare more fluent.( Turula,2002 )


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