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Styles and Strategies

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This document discusses learning styles and strategies. It defines learning styles as cognitive, affective and physiological traits that indicate how learners perceive and respond to their environment. Some common learning styles mentioned are field independence vs field dependence, left vs right brain dominance, and visual vs auditory vs kinesthetic learners. Learning strategies are then defined as conscious plans and techniques used to achieve learning goals. The document outlines different types of learning strategies like cognitive, metacognitive and socioaffective strategies. It also discusses communication strategies used by language learners and examples like avoidance, compensation and appeal for help. Finally, it discusses strategies-based instruction in language classrooms and factors that influence its effectiveness.

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STYLES AND STRATEGIES Siti Dewi Zatia Zahari (GS35784) Nurul Nadia Abdul Rahman (GS38213) Raja Noraidlin Sueraya Raja Arif Shah (GS37739)
LEARNING STYLES DEFINITION Cognitive, affective, and physiological traits that are relatively stable indicators of how learners perceive, interact with and respond to the learning environment (Keefe ,1979) A general predisposition toward processing information in a particular way (Skehan,1991) an individual's natural or habitual pattern of acquiring and processing information in learning situations
Types of learning styles Field independence & field dependence Left & right dominance Visual, auditory and kinesthetic Reflectivity and impulsivity Ambiguity tolerance
Field Independence and Field Dependence Differences Field Independence Field Dependence Ability to separate details from the surrounding context Inability to distinguish detail from other information around it. More independent, competitive and self-confident. More socialized, more emphatic and perceptive of the feelings and thoughts of others Perform better in deductive lesson Perform better in inductive lesson Analysis, attention to details, mastering of exercises, drills Communicative aspects
‘find someone who' activity find someone who has beard or moustache find someone who is pregnant find someone who is skinny find someone who has curly hair Find someone who wears black scarf
Left- and Right– Brain Dominance Differences Left Brain Right Brain Analytical, led by logic Intuitive, led by feelings Verbal, focusing on words, symbols, numbers Visual, focusing on images, patterns Process ideas sequentially, step by step Process ideas simultaneously objective subjective Highly organized Lack in Organization Prefer a deductive styles of teaching Prefer an inductive styles of teaching
Are You Right-Brained Or Left-Brained? Test 1 • Cross your leg • Which leg is on top? • Left on top = A Right on top = B
Are You Right-Brained Or Left-Brained? Test 2 • Which art piece do you like more? A B
Are You Right-Brained Or Left-Brained? Test 3 • Fold your hands • Which thumb is on top? • Right on top = A Left on top = B
Are You Right-Brained Or Left-Brained? Test 4 • What does your closet look like? A B
Are You Right-Brained Or Left-Brained? If you have more B you are right-brainedIf you have more A you are left-brained
• If you got an even number of A and B • You have attributes of both left and right
Ambiguity tolerance Ambiguity tolerance • Able to tolerate ideas and propositions that contradict to own belief system or structure of knowledge • Free to entertain innovative and creative possibilities • Too much tolerance of ambiguity leads to ‘wishy- washy’ Ambiguity intolerance • Tend to reject items that are contradictory with existing system • Avoid ‘wishy-washy’ • Rigid, dogmatic, brittle mind
Reflectivity and Impulsivity Reflectivity • Slower, more calculated decision • Systematic • Make fewer errors in reading Impulsivity •Quick or gambling guess at an answer to a problem •Intuitive •Faster reader
Styles & Strategies of Language Learning. Styles and Strategies are NOT the same. Learning Styles : Audio Visual Kinesthetic
Autonomy • Learners “take charge ” of their own learning.( Pg.130) • Debates about autonomy. Aware • Learners become aware of their own processes of learning. • Preferences Action • Appropriate action will be taken.
Chamot, 2005 defines strategies as “procedures that facilitate a learning task…Strategies are most often conscious and goal driven” Strategies
Learning Strategies Metacognitive strategies Advance organizers Directed attention Selective attention Self – Management Functional planning Self – monitoring Delayed Production Self – Evaluation Cognitive Strategies Repetition Resourcing Translation Grouping Note taking Deduction Recombination Imagery Auditory representation Keyword Contextualization Elaboration Inferencing Transfer Socioaffective Strategies Cooperation Question for clarification
Communication Strategies Pertain to the employment of verbal or non- verbal mechanisms for the productive communication of information Pertain to output, how meanings are expressed and how messages are delivered.
Definitions of Communication Strategies Faerch & Kasper (1983, p.36) Bongaerts & Poulisse, (1989) Potentially conscious plans for solving what to an individual presents itself as a problem in reaching a particular communicative goal. Learners bring all the possible aspects of their growing competence in order to send clear message in the second language. Such strategies may or may not be “potentially conscious”
Communication Strategies Avoidance Strategies Learners avoid using certain forms in the language learned Common set of communication devices involves compensation for missing knowledge Compensatory Strategies
Avoidance Strategies Message Abandonment Topic Avoidance Leaving a message unfinished because of language difficulty Syntactic or lexical avoidance and phonological avoidance Whole topic of conversation might be avoided entirely
Syntactic or Lexical Avoidance I: I lost my road Us: You lost your road? I: Uh… I lost. I lost. I got lost Phonological Avoidance Use the word “hit the ball” instead of “rally” Topic Avoidance Avoid discussing past events Examples
Compensatory Strategies Stalling or time-gaining strategies Appeal for help Code- switching Literal Translation Circumlocution Nonlinguistic Signals Foreignizing Word Coinage Prefabricated- Pattern Approximation Use of all- purpose words
Strategies-Based Instructions (1) Application of both learning and communication strategies to classroom learning Learner strategy training which emphasizes the productive link between styles and strategy McDonough (1999) Cohen (1998)
Strategies-Based Instructions (2) Wenden (1985) Chamot (2005) Among the first to assert that learner strategies are the key to learner autonomy One of the most important goals of language teaching should be the facilitation of that autonomy  Explicit instruction is far more effective than simply asking students to use one or more strategies.
Strategies-Based Instructions (3) Understand the strategy Do not consider its implementation to be overly difficult Perceive it to be effective MacIntyre & Noels (1996) say, students will benefit from SBI if they:
 The effectiveness of SBI involves several steps and consideration Effectiveness of SBI in Classrooms 1) Identifying learners’ styles and potential strategies 2) Incorporating SBI in communicative language courses and classrooms 3) Providing extra-class assistance for learners

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Styles and Strategies

  • 1. STYLES AND STRATEGIES Siti Dewi Zatia Zahari (GS35784) Nurul Nadia Abdul Rahman (GS38213) Raja Noraidlin Sueraya Raja Arif Shah (GS37739)
  • 2. LEARNING STYLES DEFINITION Cognitive, affective, and physiological traits that are relatively stable indicators of how learners perceive, interact with and respond to the learning environment (Keefe ,1979) A general predisposition toward processing information in a particular way (Skehan,1991) an individual's natural or habitual pattern of acquiring and processing information in learning situations
  • 3. Types of learning styles Field independence & field dependence Left & right dominance Visual, auditory and kinesthetic Reflectivity and impulsivity Ambiguity tolerance
  • 4. Field Independence and Field Dependence Differences Field Independence Field Dependence Ability to separate details from the surrounding context Inability to distinguish detail from other information around it. More independent, competitive and self-confident. More socialized, more emphatic and perceptive of the feelings and thoughts of others Perform better in deductive lesson Perform better in inductive lesson Analysis, attention to details, mastering of exercises, drills Communicative aspects
  • 5. ‘find someone who' activity find someone who has beard or moustache find someone who is pregnant find someone who is skinny find someone who has curly hair Find someone who wears black scarf
  • 6. Left- and Right– Brain Dominance Differences Left Brain Right Brain Analytical, led by logic Intuitive, led by feelings Verbal, focusing on words, symbols, numbers Visual, focusing on images, patterns Process ideas sequentially, step by step Process ideas simultaneously objective subjective Highly organized Lack in Organization Prefer a deductive styles of teaching Prefer an inductive styles of teaching
  • 7. Are You Right-Brained Or Left-Brained? Test 1 • Cross your leg • Which leg is on top? • Left on top = A Right on top = B
  • 8. Are You Right-Brained Or Left-Brained? Test 2 • Which art piece do you like more? A B
  • 9. Are You Right-Brained Or Left-Brained? Test 3 • Fold your hands • Which thumb is on top? • Right on top = A Left on top = B
  • 10. Are You Right-Brained Or Left-Brained? Test 4 • What does your closet look like? A B
  • 11. Are You Right-Brained Or Left-Brained? If you have more B you are right-brainedIf you have more A you are left-brained
  • 12. • If you got an even number of A and B • You have attributes of both left and right
  • 13. Ambiguity tolerance Ambiguity tolerance • Able to tolerate ideas and propositions that contradict to own belief system or structure of knowledge • Free to entertain innovative and creative possibilities • Too much tolerance of ambiguity leads to ‘wishy- washy’ Ambiguity intolerance • Tend to reject items that are contradictory with existing system • Avoid ‘wishy-washy’ • Rigid, dogmatic, brittle mind
  • 14. Reflectivity and Impulsivity Reflectivity • Slower, more calculated decision • Systematic • Make fewer errors in reading Impulsivity •Quick or gambling guess at an answer to a problem •Intuitive •Faster reader
  • 15. Styles & Strategies of Language Learning. Styles and Strategies are NOT the same. Learning Styles : Audio Visual Kinesthetic
  • 16. Autonomy • Learners “take charge ” of their own learning.( Pg.130) • Debates about autonomy. Aware • Learners become aware of their own processes of learning. • Preferences Action • Appropriate action will be taken.
  • 17. Chamot, 2005 defines strategies as “procedures that facilitate a learning task…Strategies are most often conscious and goal driven” Strategies
  • 18. Learning Strategies Metacognitive strategies Advance organizers Directed attention Selective attention Self – Management Functional planning Self – monitoring Delayed Production Self – Evaluation Cognitive Strategies Repetition Resourcing Translation Grouping Note taking Deduction Recombination Imagery Auditory representation Keyword Contextualization Elaboration Inferencing Transfer Socioaffective Strategies Cooperation Question for clarification
  • 19. Communication Strategies Pertain to the employment of verbal or non- verbal mechanisms for the productive communication of information Pertain to output, how meanings are expressed and how messages are delivered.
  • 20. Definitions of Communication Strategies Faerch & Kasper (1983, p.36) Bongaerts & Poulisse, (1989) Potentially conscious plans for solving what to an individual presents itself as a problem in reaching a particular communicative goal. Learners bring all the possible aspects of their growing competence in order to send clear message in the second language. Such strategies may or may not be “potentially conscious”
  • 21. Communication Strategies Avoidance Strategies Learners avoid using certain forms in the language learned Common set of communication devices involves compensation for missing knowledge Compensatory Strategies
  • 22. Avoidance Strategies Message Abandonment Topic Avoidance Leaving a message unfinished because of language difficulty Syntactic or lexical avoidance and phonological avoidance Whole topic of conversation might be avoided entirely
  • 23. Syntactic or Lexical Avoidance I: I lost my road Us: You lost your road? I: Uh… I lost. I lost. I got lost Phonological Avoidance Use the word “hit the ball” instead of “rally” Topic Avoidance Avoid discussing past events Examples
  • 24. Compensatory Strategies Stalling or time-gaining strategies Appeal for help Code- switching Literal Translation Circumlocution Nonlinguistic Signals Foreignizing Word Coinage Prefabricated- Pattern Approximation Use of all- purpose words
  • 25. Strategies-Based Instructions (1) Application of both learning and communication strategies to classroom learning Learner strategy training which emphasizes the productive link between styles and strategy McDonough (1999) Cohen (1998)
  • 26. Strategies-Based Instructions (2) Wenden (1985) Chamot (2005) Among the first to assert that learner strategies are the key to learner autonomy One of the most important goals of language teaching should be the facilitation of that autonomy  Explicit instruction is far more effective than simply asking students to use one or more strategies.
  • 27. Strategies-Based Instructions (3) Understand the strategy Do not consider its implementation to be overly difficult Perceive it to be effective MacIntyre & Noels (1996) say, students will benefit from SBI if they:
  • 28.  The effectiveness of SBI involves several steps and consideration Effectiveness of SBI in Classrooms 1) Identifying learners’ styles and potential strategies 2) Incorporating SBI in communicative language courses and classrooms 3) Providing extra-class assistance for learners
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