© INS IITUIU DE ESTUDIOS PARA LA EXCELENUIA PRUFESIUNAL IEXPRO Goes Bross ons Of products = Checking te outcomes oF one’ language. OF poeses crecny srateyy Ue, 1. SELF ASSESSMENT [Ital Diagnosis and detention of ables and vequrenens Formative Taterection evaluation learing [Summative ____ | Exsiuton af goal achievement Table 2.6. Valcércol etal (1996). 2.4, LEARNING STRATEGIES AND LEARNING STYLES In the previous sections, in which we examined a number of LS taxonomies, we have been looking at LS in a rather decontextualised manner. The use of LS by students varies enormously, and is affected by a variety of factors, not just by whether they are ‘good’ or ‘poor’ language learners. Early researchers such as Rubin were in fact very ewere of this: What is most significant about Rubin's conclusions concerning successful language learner strategies is that strategy use will vary depending on the task; the stage of the learner‘in the learning process; the age; the context of learning -whether inside the classranm ar not: individual styles such as auditory, visual or kinesthetic, and especially cultural differences in cognitive foaming etyle. (Kaylani 1996: 76) In this section we will be examining the effect of learning etyles on LS use. This is an important area because: Learning strategies do not operate by themselves, but rather are directly tied to the learner's underlying styles (i.e. their general approach to learning) and other personality-related variables (such as anxiety and self-concept) in the learner. (Cohon 1998: 16) The issue of learning styles has already been examined in some depti in the subject Individual Factors, and you might want to turn back to the relevant sections of that subject in order to refresh your memory on this topic. As a summary of learning styles, ‘wo will lot the otylea identified ao important by Oxford in her Stylea Analyaia Survey (1990):INSTITUTO DE ESTUDIOS PARA LA EXCELENCIA PROFESIONAL IEXPRO 1. the use of physical senses for study and work: visual (learning hest through visual means - books, videos, graphs) v. auditory (preferring listening and speaking activities - diccuscione, dobatoo, audiotapee, relo-playe, looturoc, meetings) v. hands-on (benefiting trom doing projects, conducting experiments, playing autive yames, working with objects, muving around the 1yvtt), dealing with other poopie: extroversion (enjoying @ wide range of social, interactive learning tasks such s discussions, debates, and role plays) v. Introversion (preferring to du more independent learning or working alone oF with another person they know welll; 3. handling possibilities: intuitive-random (future-oriented, able to find the major Principles of the topic, valuing speculation about possibilities, enjoying abstract thinking, and avoiding step-by-step instruction} v. conerete-sequenttial (oricnted to the present, preferring one-step-at-a-time learning activities, wanting to know where they are going In thelr learning at every moment); 4. approaching tasks. vlusure-viiented (focusing varefully on all tasks, meeting deadiines, planning ahead, preferring neatness and structure, and wanting rapid decisions) v. open (enjoying discovery learning in which they pick up information in an unstructured way, accepting messiness, putting off decisions, preferring to learn or work without deadlines or rules); ». dealing with ideas: global (concerned about getting the main idea, guessing meanings, predicting what will come next in a story or in an activity, and communicating even if they do not know all the words or concepts) v. analytic (focusing more on details. logical analysis. and contrasts while thev are learning; they like to break broad concepts into units and prefer to have specific rulee). (Rased on Cohen 199R- 15-16) What role dose loarning styles then play when eansidering LS? In fact, it o vitol aroa for the competent teacher to be aware of, because LS are of great potential use to students: Once learners have a sense of their style preferences, it may be easier for them to sce why it ia they prefer using certain strategica and not others. For example, if the learners are more global in their style preferences, they may enjoy using reading strategies which assist them in getting the gist of an article uch ac using inforonee when things aro not spolled out in tho toxt. If they are more inclined to focus on details, they may tee! uncomfortable when usiny @ ylubal pprvach, and may prefer tw have the meaning of particular items in the text spelled out clearly before they attempt to put it all together into a gist. (ibid)INSII1UI0 DE ESTUDIOS PARA LA EXCELENCIA PRUFESIUNAL IEXPRO OF products = Checking the outcomes oF one’ language. OF pacses > crecuny Sealey USE, 1. seurassessmenr [ital Diagnosis and detention of abies and vequrenen = Formative Tateretion evaluation learaing Summative Erslunton of goal achievement Table 2.6. Valcércel et af (1996). 2.4. LEARNING STRATEGIES AND LEARNING STYLES In the previous sections, in which we examined a number of LS taxonomies, we have been looking at LS in a rather decontextualised manner. The use of LS by students varies enormously, and is affected by a variety of factors, not just by whether they are ‘good’ or ‘poor’ language learners. Early researchers such as Rubin were in fact very ewere of this: What is most significant about Rubin's conclusions concerning successful language learner strategies is that strategy use will vary depending on the task; the stage of the learner‘in the learning process; the age; the context of learning -whether inside the classranm or not; individual styles such as auditory, visual or kinesthetic, and especially cultural differences in cognitive foarning etyle. (Kaylani 1996: 76) In this section we will be examining the effect of learning styles on LS use. This is an important area because: Learning strategies do not operate by themselves, but rather are directly tied to the learner's underlying styles (i-e. their general approach to learning) and other personality-related variables (such as anxiety and self-concept) in the learner. (Cohen 1998: 16) The issue of learning styles has already been examined In some depth inthe subject Individual Factors, and you might want to turn back to the relevant sections of that subject in order to refresh your memory on this topic. As a summary of learning styles, ‘wo will lit the otylea identified a9 important by Oxford in her Styleo Analyoia Survey (1990):