Naslov
Integrating Student Language Learning Styles into Teaching Strategies

Autori
Knežević ; Božana

Vrsta, podvrsta i kategorija rada
Sažeci sa skupova, neobjavljeni rad, znanstveni

Skup
40th IATEFL Annual Conference

Mjesto i datum
Harrogate, Ujedinjeno Kraljevstvo, 08.04.2006. - 12.04.2006

Vrsta sudjelovanja
Predavanje

Vrsta recenzije
Nije recenziran

Ključne riječi
learning styles; lerning strategies; teaching strategies

Sažetak
In this paper the importance of raising students’ and teachers’ awareness of the issue of learning styles and the importance of integrating student language learning styles into teaching strategies was highlighted, posing a challenge to encourage and accommodate a student diversity in learning styles to promote academic achievement for all students. For many years teachers have noticed that students prefer certain ways of learning more than others. These characteristics called cognitive styles or learning styles form students’ learning preferences. Some students like to work on their own, while others prefer to work in pairs or in groups ; some like to take risks when solving a problem, others prefer to work in a safe environment. A learner-centred approach to teaching (Nunan & Lamb, 1996) requires understanding of individual differences and of different ways students learn. The purpose of this understanding is not to label students but to develop and use a range of teaching strategies which accommodate the different ways students learn. How much they learn is often governed by the compatibility of students’ approach to learning and teacher’ s approach to teaching. Teachers usually teach the way they are most comfortable with, often ignoring students’ experience of learning. They should thus know about their students’ learning styles and should design their teaching methods to accommodate different learning styles using experience and reflection. Moreover, the best way to encourage active learning in students is to accept that teaching strategies facilitate appropriate learning strategies. For many years teachers have noticed that students prefer certain ways of learning more than others. These characteristics called cognitive styles or learning styles form students’ learning preferences. Some students like to work on their own, while others prefer to work in pairs or in groups ; some like to take risks when solving a problem, others prefer to work in a safe environment. A learner-centred approach to teaching (Nunan & Lamb, 1996) requires understanding of individual differences and of different ways students learn. The purpose of this understanding is not to label students but to develop and use a range of teaching strategies which accommodate the different ways students learn. How much they learn is often governed by the compatibility of students’ approach to learning and teacher’ s approach to teaching. Teachers usually teach the way they are most comfortable with, often ignoring students’ experience of learning. They should thus know about their students’ learning styles and should design their teaching methods to accommodate different learning styles using experience and reflection. Moreover, the best way to encourage active learning in students is to accept that teaching strategies facilitate appropriate learning strategies. Why is it important to investigate learning styles? On the one hand, teachers’ awareness should be raised to the level that they understand that teaching should be seen in relation to students’ learning, and not in relation to how to impart knowledge. Language teachers who adapt their teaching to accommodate different learning styles (‘ the manner in which a student perceives, conceptualises, organises and recalls information’ , Ellis, 1987, p. 114) provide a learning environment for most students in the classroom. On the other hand, students’ awareness should be raised about what the EFL learning process may consist of, what their learning styles and approaches to learning are, and what learning strategies (‘ specific actions taken by the learner to make learning easier, faster, more enjoyable, more self-directed, and more transferable to new situations’ , Oxford, 1990, p. 8) to develop and use to learn more effectively. When students learn how to learn better, when they reflect on their learning, then we may expect them to be on a drive to learn more. This implies taking on more responsibility for his or her learning. Studies show that teaching styles that match learning styles enhance student academic performance and change student attitudes to foreign language teaching (Oxford, 1990). Oxford (2001) also writes that language learning styles and strategies are among the main factors that help determine how and how well our students learn a second or foreign language. She further elaborates that if there is harmony between the student and the teaching and materials, then the student is likely to perform well, feels confident and experiences low anxiety. If, however, a mismatch occurs, the student often performs poorly, lacks confidence, and experiences significant anxiety. Prosser et al. (2003) and Trigwell et al. (1999) have investigated the relationships between student approach to learning and teachers approach to teaching. They confirm that learner-centred approach to teaching is associated with deep approaches to learning, and that teacher-centred approach to teaching, information transfer approach, is associated with surface approaches to learning. Students thus learn better and faster if teaching strategies match their preferred learning styles. And as learning improves, so does self-esteem. This has a further positive effect on learning outcomes. Consequently, the student-teacher relationship also improves because the student is more successful and is more interested in learning. What can teachers do? Using a variety in teaching strategies is not a new idea. The integration of student learning styles into teaching strategies, however, requires understanding of individuality and a commitment to help each student improve his/her academic performance. Teachers should thus study the teaching-learning context, should pay attention to the teaching methods, and should reflect on how to accommodate their students’ various learning styles.

Izvorni jezik
Engleski

Znanstvena područja
Filologija

POVEZANOST RADA