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Learning styles & learning strategies Dr Desmond Thomas, University of Essex

Learning styles & learning strategies Dr Desmond Thomas, University of Essex

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Page 1: Learning styles & learning strategies Dr Desmond Thomas, University of Essex

Learning styles & learning strategies

Dr Desmond Thomas, University of Essex

Page 2: Learning styles & learning strategies Dr Desmond Thomas, University of Essex

Indicated reading & references

• Ellis, R. 1985, Understanding Second Language Acquisition, Oxford University Press.

• Oxford, R. 2003, Language Learning Styles & Strategies: an Overview, Gala 2003

• Reid, J. 1987, ‘The Learning Style Preferences of ESL Students’, TESOL Quarterly, Vol.21/1

Page 3: Learning styles & learning strategies Dr Desmond Thomas, University of Essex

The learner perspective

There are a number of situations that haunt me …… waiting at airports, being in prison, being in a traffic jam on the M25 and being a learner in a classroom situation…… The common factor which most affects me in these situations is my total lack of control or choice. I feel helpless and frustrated, so much so that I temporarily lose my sense of identity and responsibility. And the worst thing is that there is no tangible target for my frustration.

(Sheelagh Deller , 1990 Lessons from the learner, London: Longman).

Page 4: Learning styles & learning strategies Dr Desmond Thomas, University of Essex

The learner perspective 2

Let me define more precisely the elements involved in significant or experiential learning. One element is the quality of personal involvement. The whole person, both in feeling and in cognitive aspects, is part of the learning event. Self-initiated involvement is another element. Even when the impetus or stimulus comes from the outside, the sense of discovery or reaching out, of grasping and comprehending comes from within.

Carl Rogers & H. Jerome Freiburg, 1994, Freedom to Learn, New York: Merrill).

Page 5: Learning styles & learning strategies Dr Desmond Thomas, University of Essex

Summarizing points made by Deller & Rogers

• Learners are different – with different wants and different needs.

• Learners need to feel that what they learn is meaningful to them.

• The whole person is part of the learning event• Learners need to be actively involved in the learning process• Learners need to initiate and not just respond.• A learner-centred approach or learner-centred activities are

essential in FLT• To achieve this we must take account of different learning

styles and different learning strategies

Page 6: Learning styles & learning strategies Dr Desmond Thomas, University of Essex

What is a learning style?

• Ellis (1985) described a learning style as the more or less consistent way in which a person perceives, conceptualizes, organizes and recalls information.

• Your students' learning styles will be influenced by their genetic make-up, their previous learning experiences, their culture and the society they live in.

Page 7: Learning styles & learning strategies Dr Desmond Thomas, University of Essex

Classifying learning styles

1. Sensory preferences: Visual (seeing), Auditory (hearing), Kinesthetic (moving), Tactile (touching)

2. Personality types: extrovert/introvert, intuitive-random/sensing-sequential, thinking/feeling, judging/perceiving

3. Degree of generality: holistic/analytic, field dependent/field independent

Page 8: Learning styles & learning strategies Dr Desmond Thomas, University of Essex

McCarthy's four learning styles

• Innovative learners • Analytic learners • Common sense learners • Dynamic learners

• http://www.teachingenglish.org.uk/articles/learning-styles-teaching

Page 9: Learning styles & learning strategies Dr Desmond Thomas, University of Essex

Kolb’s Learning Style Inventory (1981)

Page 10: Learning styles & learning strategies Dr Desmond Thomas, University of Essex

Learning Styles Questionnaire

• Are you an ACTIVIST?• Are you a REFLECTOR?• Are you a THEORIST?• Are you a PRAGMATIST?

Try out the questionnaire from Everard and Morris 1996, Effective School Management, Paul Chapman

Page 11: Learning styles & learning strategies Dr Desmond Thomas, University of Essex

Everard & Morris categories

• Are you an ACTIVIST?• Are you a REFLECTOR?• Are you a THEORIST?• Are you a PRAGMATIST?• Or are you a mix of several? How balanced?

Page 12: Learning styles & learning strategies Dr Desmond Thomas, University of Essex

Other factors that affect LS

• Biological differences: ‘biorhythms’ mean that some learners perform best early/late in a day

• Cultural norms• Educational norms• Societal norms

Page 13: Learning styles & learning strategies Dr Desmond Thomas, University of Essex

What are learning strategies?

“Specific behaviours or thought processes that students use to enhance their own learning… A strategy is useful if the following conditions are present: (a) the strategy relates well to the L2 task at hand, (b) the strategy fits the particular student’s learning style preferences to one degree or another, and (c) the student employs the strategy effectively and links it with other relevant strategies.” (Oxford 2003)

Page 14: Learning styles & learning strategies Dr Desmond Thomas, University of Essex

Indicated reading (learning strategies)

• Chen, Y. 2007, Learning to learn: the impact of strategy training, ELT Journal 61/1

• Ellis, G. & Sinclair, B. 1991, Learning to Learn English: a Course in Learner Training, Cambridge

• Oxford, R. 1990, Language Learning Strategies: What Every Teacher Should Know, Heinle & Heinle

• Stern, H. 1983, Fundamental Concepts in Language Teaching, Oxford

Page 15: Learning styles & learning strategies Dr Desmond Thomas, University of Essex

The ‘good language learner’ (Stern)

1. Active planning strategy2. ‘Academic’ or explicit learning strategy 3. Social learning strategy4. Affective strategyBut “later studies found there was no single set

of strategies used by GLLs” (Oxford 2003)

Page 16: Learning styles & learning strategies Dr Desmond Thomas, University of Essex

A more recent categorization (Oxford 1990)

1. Cognitive strategies2. Metacognitive strategies3. Memory-related strategies4. Compensatory strategies5. Affective strategies6. Social strategies

Page 17: Learning styles & learning strategies Dr Desmond Thomas, University of Essex

Can Learning Strategies be taught?

• Small-scale interventions? For example: helping readers guess the meaning of words

• Strategy-based teaching: The CALLA (Cognitive Academic Language

Learning Approach)• “Learning to learn” courses (Ellis & Sinclair)

Page 18: Learning styles & learning strategies Dr Desmond Thomas, University of Essex

Learner Autonomy

Dr Desmond Thomas, University of Essex

Page 19: Learning styles & learning strategies Dr Desmond Thomas, University of Essex

Learner autonomy reading

• Ballard, B. 1996, ‘Through Language to Learning: Preparing Overseas Students for Study in Western Universities’ in Coleman, H. (ed.) Society and the Language Classroom, CUP

• Chen, Y. 2007, ‘Learning to learn: the impact of strategy training’, ELT Journal 61/1

• Cotterall, S. 2008 , ‘Autonomy & Good Language Learners’. In Griffiths, C. (ed.) Lessons from Good Language Learners, CUP

• Lee, I. 1998, ‘Supporting greater learner autonomy in language learning’, ELT Journal 52/4

Page 20: Learning styles & learning strategies Dr Desmond Thomas, University of Essex

What is autonomy?

• Holec 1981: “the ability to take charge of one’s own learning”

• Little 1991: “a capacity for detachment, critical reflection, decision-making, and independent action”. Not culturally-determined.

• Benson 2001: “the content of learning should be freely determined by learners”.

(Reported in Cotterall 2008)

Page 21: Learning styles & learning strategies Dr Desmond Thomas, University of Essex

What do we mean by autonomy in language learning?

• http://www.llas.ac.uk/resources/ (HEA Language, Linguistics and Area Studies page for definitions of autonomy and the autonomous learner)

• “Learner autonomy is a problematic term because it is widely confused with self-instruction. It is also a slippery concept because it is notoriously difficult to define precisely …. (Benson 2001)

Page 22: Learning styles & learning strategies Dr Desmond Thomas, University of Essex

Definition of Autonomy 2

• “The rapidly expanding literature has debated, for example, whether learner autonomy should be thought of as capacity or behaviour; whether it is characterised by learner responsibility or learner control; whether it is a psychological phenomenon with political implications or a political right with psychological implications” (Benson 2001)

Page 23: Learning styles & learning strategies Dr Desmond Thomas, University of Essex

Desmond Thomas, SOAS: [email protected] 23

‘Reproductive’ learning approach

• Aim: transfer of knowledge• Transmission of information/rules• Tests of memory & rote learning• Emphasis on replication & right answers• Focus on correctness• Strong guidance from the teacher• Characteristic of secondary education? (Ballard 1996)

Page 24: Learning styles & learning strategies Dr Desmond Thomas, University of Essex

Desmond Thomas, SOAS: [email protected] 24

‘Analytic’ learning approach

• Analysis of information and ideas within interpretative frameworks

• Independent and critical thinking• Emphasis on originality• Questioning and arguing• Characteristic of university education?• Allowing learners more freedom in a language

learning context?

Page 25: Learning styles & learning strategies Dr Desmond Thomas, University of Essex

Desmond Thomas, SOAS: [email protected] 25

What do we expect of our autonomous learners?

• There is nevertheless broad agreement that autonomous learners understand the purpose of their learning programme, explicitly accept responsibility for their learning, share in the setting of learning goals, take initiatives in planning and executing learning activities, and regularly review their learning and evaluate its effectiveness. In other words, there is a consensus that the practice of learner autonomy requires insight, a positive attitude, a capacity for reflection, and a readiness to be proactive in self-management and in interaction with others. “http://www.llas.ac.uk/resources/

Page 26: Learning styles & learning strategies Dr Desmond Thomas, University of Essex

Desmond Thomas, SOAS: [email protected] 26

The industry of support for our autonomous learners at university level

• Tutor feedback (oral & written)• Personal tutors• Counsellors• Orientation programmes for LL• 1-to-1 learning support tutorials• Workshops (eg on exam techniques)• Specific learning difficulties eg dyslexia

Page 27: Learning styles & learning strategies Dr Desmond Thomas, University of Essex

Ways of encouraging learner autonomy 1

• Raising awareness of purpose Learners can make better decisions about their

learning if they are aware of the purpose of different tasks and exercises in the course book.

• Taking opportunities outside the classroom As well as understanding the purpose of

classroom tasks, learners can also be encouraged to use resources for language practice that exist outside the classroom.

Page 28: Learning styles & learning strategies Dr Desmond Thomas, University of Essex

Ways of encouraging learner autonomy 2

• Raising awareness of individual learning styles and preferences

Course books are beginning to include discussion points to raise students awareness of their own learning styles e.g. on different ways review the days lesson, to organise course material, to keep vocabulary note books

Page 29: Learning styles & learning strategies Dr Desmond Thomas, University of Essex

Ways of encouraging learner autonomy 3

• Encouraging reflection Learners can be encouraged to reflect on their

own progress (as you have been required to do!). Some learners enjoy keeping learner diaries. Learners can also be encouraged to reflect on individual classes. E.g.

In todays class I learned ……………………. I am confused about………………………

Page 30: Learning styles & learning strategies Dr Desmond Thomas, University of Essex

Ways of encouraging learner autonomy 4

• Learner responsibility and empowerment Useful expressions for the classroom can be

taught right from beginner level to allow students to have some control of the teaching / learning process

• I’m sorry, I don’t understand• how do you spell ….. ? • Can you repeat please? …

Page 31: Learning styles & learning strategies Dr Desmond Thomas, University of Essex

Ways of encouraging learner autonomy 5

• Involving students in the teaching /learning decisions

By allowing students to take some of the decisions about how the classes will be run, they will also have a greater sense of responsibility.

(What class ‘rules’ might be discussed & what type of ‘rules’ drawn up? E.g. think of: homework; attendance; use of L1…..).

Page 32: Learning styles & learning strategies Dr Desmond Thomas, University of Essex

Life-long Learner Autonomy

• The Council of Europe's European Language Portfolio is a tool that may bring 'autonomisation' to much larger numbers of learners. The ELP was first launched as a concept in 1997 and has since been realised in almost 40 different models, all of which conform to Principles and Guidelines laid down by the Council of Europe (http://culture.coe.int/portfolio).