1. Language Learning Styles and Strategies
Lecture 6

2. Objectives
by the end of this lecture you will be able to:
Distinguish between learning styles and strategies.
List the main four domains of learning styles and give an example for each domain.
List the main six categories of learning strategies and give an example for each category.
Recognize the implications of these learning styles and strategies on L2 teaching.

3. What is a learning style?
What are the four domains of learning styles?
Refer to p. 359

4. What is a learning strategy?
Learning strategies can be classified in six main categories. What are they?
Refer to p. 359

5. Why is it important to have harmony between the students’ learning styles and strategies with the teacher’s instructional methodology?
Refer to p. 359

6. Learning Styles What are the Learning Styles ?
→The general approaches to learning
How many Learning Styles are there?
→Four main dimension and many among each

7. Desired Degree of Generality
Learning Styles
Sensory Preferences
Personality Types
Desired Degree of Generality
Biological Differences

8. Sensory Preferences What are the four sensory preferences?
What does sensory preference means?
Can people vary with their sensory preferences based on their cultural background?
Refer to p. 360

9. Sensory Preferences
Visual
Auditory
Kinesthetic
Tactile

10. Visual Preference
Visual students like to read and obtain a great deal from visual stimulation.
Stimulations such as words, images, motion pictures and live performances
Conversation and oral instruction
→might be confusing to them

12. Auditory Preference Comfortable without visual input
Excited by the classroom interactions in role plays and similar activities.
However!!!
→They sometimes have difficulty with writing

14. Kinesthetic and Tactile Preference
Kinesthetic Tactile
Like lots of movement and enjoy working with tangible objects, collages and flashcards.
Instead of sitting still, they prefer walking around the classroom

16. What sensory preference do you prefer?
Q&A
What sensory preference do you prefer?

17. Extroverted vs. Introverted
Personality Types
Extroverted vs. Introverted
Intuitive-Random
vs.
Sensing-Sequential
Thinking vs. Feeling
Closure-oriented/Judging
Open/Perceiving

18. Extroverted vs. Introverted
→energy from external world.
→enjoy interacting with people and making friends
Introverted
→energy from internal world
→seeking solitude
What should a teacher do with these two personalities? (refer to p. 360)

19. Intuitive-Random vs. Sensing-Sequential
　→Think in abstract, futuristic, large-scale, and nonsequential ways
　→Like to creat theories and prefer to guide their own learning
Sensing-Sequential
　→Like facts rather than theories
　→Want guidance and specific instruction from teachers
What should a teacher do with these two personalities? (refer to p. 360)

20. How do teachers teach them both?
To offer variety and choice
Sometimes a highly organized structure for sensing-sequential learners
At other times multiple options and enrichment activities for another kind

21. Thinking vs. Feeling Thinking →Oriented toward the stark truth Feeling
　→Want to be viewed competent and do not give praise easily
Feeling
　→Value other people in personal ways
　→Show empathy and compassion
What should a teacher do with these two personalities?

22. Closure-oriented/Judging vs. Open/Perceiving
　→Reach judgments or completion quickly
　→Enjoy being given specific tasks and deadlines
　→Desire for closure
Open/Perceiving
　→Take learning less seriously, treating it like a game
→Dislike deadlines and like to have a long time soaking up information by osmosis.
They both provide good balance to each other

23. What personality type do you think you are?
Q&A
What personality type do you think you are?

24. Desired Degree of Generality
Global or holistic
Analytic

25. Desired Degree of Generality
Global or holistic
　→Like socially interaction, communicating events
　→Feel free to guess from context
　→Tend to make grammatical mistakes
Analytic
　→Concentrate on grammatical details
　→Do not take risks guessing from contexts
What should a teacher do with these two personalities?

26. Biological Differences
Biorhythms
Sustenance
Location

27. Biorhythms Learners have their best time for studying
Some perform well in the morning; some in the evening…

28. Sustenance The need for food and drink while learning.
Quite a number of L2 learners feel very comfortable learning with a candy bar, a cup of coffee or a soda in hand while some tend to be distracted from studying

30. Location Involves the nature of environment Temperature Lighting Sound
And even the firmness of the chairs

31. Learning Strategies What are learning strategies?
　→Specific behaviors or thought processes that learners use to enhance their learning
How many learning strategies are there?
　→Six main categories

32. About strategies A strategy is neither good nor bad
A strategy is useful if
　→a. It relates well to the L2 task at hand
　→b. It fits the particular student’s learning style
　→c. The student employs it effectively
Enable students to become more independent, autonomous, lifelong learners.
What should teachers do with these strategies?

33. Metacognitive Strategies
Six Main Categories
Cognitive Strategies
Metacognitive Strategies
Memory-related Strategies
Compensatory Strategies
Affective Strategies
Social Strategies

34. Cognitive Strategies
Enable learners to manipulate the language materials
E.g., through reasoning, analysis, notetaking, summarizing, outlining, reorganizing, etc.

35. Metacognitive Strategies
Identifying one’s own learning style preferences and needs
Manage the learning process overall.
Give examples. P.364

36. Memory-related Strategies
Help learners to link one L2 item or concept to another, but do not always involve deep understanding
Enable learners to learn and retrieve information in an orderly string
Learners need such strategy much less when they become better
Give examples p. 364

37. Compensatory Strategies
Guessing from context in listening and reading
Use synonyms and “talk around” the missing word to aid speaking and writing
Use gestures or pause words
Help learners to make up missing words

38. Affective Strategies Identify one’s mood and anxiety level
Use deep breathing or positive self-talk
Students who progress toward proficiency seldom need it

39. Social Strategies
Work with others and understand the target culture as well as the language
Intensive interaction with people
Give examples p. 365

40. what are the implications of learning styles and strategies for L2 teaching?
Refer to p. 365

41. Literature as Content For ESL/EFL
Lecture 7
Literature as Content For ESL/EFL

42. objectives List the benefits of using literature as content.
The importance of literature to extent learners’ awareness of their own communication.
List the six aspects of language development in literature.
Compare between efferent and esthetic reading.
List the advantages of stylistics
Use characterization and point of view in language development.
Use literary texts in integrating the four language skills.

43. The three benefits of using literature as content
Show the importance of form in communication. (how the language is used)
Good resource for integrating the 4 skills.
Raises cross-cultural awareness.

44. Defining literary texts
Language is used to convey a message by relating information.
Literature convey “an individual awareness of reality”
What makes literary texts unique is that the WHAT and HOW of the text communication are inseparable.
This makes literature valuable for extending learners’ awareness that how they say something is important in two ways.
What are those two ways? (refer to p. 319)
Example p

45. Defining literary texts. Cont.
How something is said often contributes to speakers’ achieving their purpose in communication.
Deciding how something is said, speakers often communicate something about themselves.
The writer have the choice of what to say and what not to say.
The writer make grammatical and lexical choices to define spatial and temporal frames.
Kramsch’ example. (1993)

46. Defining Literary Text. Cont.
The particularity of literary text rests on the author’s use of six aspects of text development.
What are these six aspects? (refer to p. 320).
These dimensions of literary texts that contribute to the “what/ how of literary communication.”

47. Examples
Novels
Stories
Advertisements
Newspapers headlines
Jokes
Pun

48. Literary Text And The Reader
Rosenblatt(1978) defines literary texts in terms of how readers interact with them.
Interaction can be:
Efferent reading (the focus is on the message)
Aesthetic reading (is for entertainment(
Efferent vs. Aesthetic Reading
Define the two terms. Refer to p. 320

49. Stylistics and its advantages
Stylistics: literary text analysis.
Advantages:
A key to decode the text
Basing the interpretation of systematic verbal Analysis reaffirms the centrality of the language as the aesthetic medium of literature.
Easy for non-native speakers since they already have the systematic knowledge of the language.
other researchers say the focus on stylistics will prevent the reader from enjoying the text.
What do you think? Refer to p.321 to define practical stylistics.

50. Using Literary Texts to Develop Language
Pick a partner and choose one of the stories mentioned in p
What things did you like about the story?
What things did you not like about the story?
If you wanted to give your students a story to read, what characteristics should it carry to achieve language development?

51. Characteristics of a chosen literary text
Students will enjoy reading literature only if the text is accessible to them.
The teacher should make sure that:
the theme of the text is engaging
The linguistic and conceptual level are appropriate for the students.

52. Literary texts in language development
teachers can help students develop their language through literary texts by means of using:
Characterization
Point of view

53. Characterization
Readers assess characters in a story based on what the character says and does.
How to assess:
Listing the adjectives they believe best describe each character.
return to the text to justify their interpretations
Examine the language of the text.

54. Point of view Spatio-temporal point of view (tenses & order of events)
Three types of point of view: Refer to p. 323 and define the three types of point of view.
Spatio-temporal point of view
(tenses & order of events)
Ideological point of view
( set of values, or belief system, communicated by the language of the text)
Critical literacy/ Critical reading (Critical literacy encourages readers to actively analyze texts and offers strategies for decoding the messages)
Critical readers thus recognize not only what a text says, but also how that text portrays the subject matter.  They recognize the various ways in which each and every text is the unique creation of a unique author.

55. Point of view cont. Psychological point of view:
Internal (the story is told from 1st person point of view by a character who shares his feeling or told by someone who know the feelings of the characters)
External ( the narrator describes the events and the characters from a position outside of the main character with no access to their feelings)

56. Using literary texts to integrate skills
How to integrate the 4 skills?
Reading refer to p. 326
Listening refer to p. 326
Speaking refer to p. 327
Writing refer to p. 328

57. Using literary texts to develop cultural awareness.
Four dimensions of culture:
The aesthetic sense.
(in which the language is associated with the literature, film, and music of particular country)
The sociological sense
(in which the language is linked to the costumes of a country)
The semantic sense
(in which a culture’s conceptual system is embodied in the language)
pragmatic sense
(in which the cultural norms influence what language is appropriate for what context)
Refer to p. 328 to look up the meaning of these four dimensions

58. How to use a literary text to raise cultural awareness?
Choosing different texts from different cultures provides a medium for sharing and illuminating the differences and similarities of two cultures.