Topics: Language education, Language acquisition, Second language Pages: 13 (3797 words) Published: June 23, 2014


Juan Carlos Martínez García


English Didactics

Mohamed El Fakhkhari

Strategies of language learning of the English


Strategies of language learning of the English

Keywords (most important words of the essay)

Learning, strategies, performance, style, English, language, teaching,foreign.

Then the different subtopics are presented which deal about the difference between style and strategy, styles and strategies of language learning, the most used strategies in (EFL) English Foreign Language Learning, Teaching and learning performance and others that are very important for us like future teachers.

5- Development
         5. 1. Difference between style and strategy.

The phrase ‘learning style’ refers to a person’s general approach to learning and is dependent upon that person’s cognitive, affective and behavioral characteristics (Oxford, “The Role of Styles and Strategies in Second Language Learning”, 1989).

The phrase ‘learning strategies’ refers to the actions and behaviors a person uses to learn (Oxford, 1989.) All learners use strategies to help them succeed, but not all are aware of the strategies they use. As Rebecca Oxford states: “…the most successful learners tend to use learning strategies that are appropriate to the material, to the task, and to their own goals, needs, and stage of learning,” (Oxford, 1989).          5. 2. Styles and strategies of language learning. Learning Styles

Herman and Oxford (1990) cited 9 major style dimensions relevant to L2 learning, although many more style aspects might also prove to be influential. This chapter discusses four dimensions of learning style that are likely to be among those most strongly associated with L2 learning: sensory preferences, personality types, desired degree of generality, and biological differences. Learning styles are not dichotomous (black or white, present or absent). Learning styles generally operate on a continuum or on multiple, intersecting continua. For example, a person might be more extraverted than introverted, or more closure-oriented than open, or equally visual and auditory but with lesser kinesthetic and tactile involvement. Few if any people could be classified as having all or nothing in any of these categories (Herman, 1996). Sensory Preferences

Sensory preferences can be broken down into four main areas: visual, auditory, and kinesthetic (movement-oriented), and tactile (touch-oriented). Sensory preferences refer to the physical, perceptual learning channels with which the student is the most comfortable. Visual students like to read and obtain a great deal from visual stimulation. For them, lectures, conversations, and oral directions without any visual backup can be very confusing. In contrast, auditory students are comfortable without visual input and therefore enjoy and profit from unembellished lectures, conversations, and oral directions. They are excited by classroom interactions in role-plays and similar activities. They sometimes, however, have difficulty with written work. Kinesthetic and tactile students like lots of movement and enjoy working with tangible objects, collages, and flashcards. Sitting at a desk for very long is not for them; they prefer to have frequent breaks and move around the room.

Reid (1987) demonstrated that ESL students varied significantly in their sensory preferences, with people from certain cultures differentially favoring the three different modalities for learning. Students from Asian cultures, for instance, were often highly visual, with Koreans being the most visual. Many studies, including Reid’s, found that Hispanic cleaners were frequently auditory. Reid discovered that Japanese are very no auditory. ESL students from a variety of cultures were tactile and...

Bibliography: http://www.educ.ualberta.ca/staff/olenka.bilash/best%20of%20bilash/language%20learning%20strats.html
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