Learning styles and strategies Flashcards
Cognitive styles - Field Dependent (Field Sensitivity)
Learns best when info is presented in context.
Sociable /Fluent lg learners
emphatic, communicative aspect 선호
Cognitive styles - Filed Independent
Learns more effectively step-by-step and with sequential instruction.
Accurate lg learners
Distinguish parts from a whole.
analyze separate variables.
Cognitive styles- Analytic
works more effectively “alone”
Cognitive styles - Global
works more effectively “in groups”
Reflective
speed 와 accuracy 기준으로
slower but more accurate/ make few errors
learns more effectively when they have “time to consider” new info before responding
Impulsive
speed 와 accuracy 기준으로
Faster, less accuarate
learns more effectively when they can respond to new info “immediately”. / as lg learners, they are “risk takers”
Ambiguity tolerance
Tolerance of ambiguity
it refers to “how comfortable a learner is with uncertainty”
Relatively open-minded in events and facts that contradict their own views.
Mijin always look up unfamiliar words in a dic. ->
“Mijin has a low tolerance ambiguity when reading”
Left brain dominant
more analytical, reflective, and self-reliant
logical, linear processing of info.
Right brain dominant
more global, impulsive and interactive.
holistic, integrative, emotional info.
Individual differences
T-centered 에서 S-centered로 변화하면서,autonomy and individual differences가 중요해짐.
learning styles and strategies/
learning style과 관련하여 교사의 역할
It’s important for Ts to recognize Ss’ preferences, strengths and weaknesses, propensities(경향) and abilities in order to match an effective methodological approach
(check-list 활용해서 identify learners’s styles)
Learner-centered 상황에서 강조되는 것
Learner autonomy
Learners become aware of their own processes of learning
그러나 too much awareness can block open communication.
Self-regulation (자기조절능력)
the autonomous process of developing awareness, setting goals, monitoring performance, using effective strategies, and holding positive beliefs about oneself
Strategies 종류 두가지
Learning strategies (input) Communication strategies (output)
Metacognitive strategies
planning/ monitoring/ evaluation
She used metacognitive strategies in evaluation her learning process.
Cognitive strategies
elaboration, note-taking, grouping, using resources, making inferences, summarizing etc. (PELT 272)
Socio-affective strategies
Cooperating, clarifying
-> I ask a friend questions about school work
->She used social strategies to make herself
understood during the pair work.
Self-talk,
I write down my feelings in a language learning diary.
Word coinage
Creating a nonexistent L2 word based on a supposed rule (e.g. vegetable-ist for vegetarian)
Nonverbal signals
Mime, gesture, facial expression or sound imitation
Prefabricated patterns
Using memorized stock phrases, usually for survival purposes. (e.g. How much is..?)
Code-swtiching
Using an L1 word with L1 pronunciation while speaking in L2
Appeal for help
directly ask a proficient speaker or teacher for the correct form, or consult a dictionary
e.g.) rising intonation, pause, eye contact - What do you call..?
keeping the floor
using fillers or hesitation devices to fill pauses and to gain time to think
e.g.) well, now let’s see, uh, as a matter of fact
Communication strategy 종류
- avoidance
- circumlocution
- approximation
- word coinage
- nonverbal signals
- prefabricated patterns
- code switching
- appeal for help
- keeping the floor
Strategies-based instruction
Teaching learners how to learn
Intrinsic motivation
engage in the activities for their own sake
long-term retention
Jinsoo is intrinsically and integratively motivated
Extrinsic motivation
It is important for her to show her ability to her family and friends.
Hye-ri is extrinsically motivated and engages in risk-taking behavior
Integrative motivation
He feels that learning English is important because it will allow him to converse and be with various international speakers of English.
faciliatative anxiety /
debiliative anxiety
- helpful
This tension pushes her to do well in them.
Mijin experiences facilitative anxiety
willingness to communicate
She enjoys participating in small group speaking activities. ->
Mijin has high willingness to communicate.
risk-taking
She feels nervous when she speaks in English but tries to speak whenever she can.
Hyeri is extrinsically motivated and “engages in risk-taking behavior”
Strategies 관련하여 교사의 역할
cognitive, metacognitive 둘로 나눠서
encourage Ss to use various kinds of strategies during the class. -> cognitive strategies
Ss are encouraged to be aware of their use of strategies by keeping a daily learning log. -> metacognitive strategies
