Investigating learning style in the foreign language classroom
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| Sprache: | English |
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Berlin ; München [u.a.]
Langenscheidt
2006
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| Ausgabe: | 1. Aufl. |
| Schriftenreihe: | Münchener Arbeiten zur Fremdsprachen-Forschung
16 |
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| 100 | 1 | |a Roche, Thomas |e Verfasser |4 aut | |
| 245 | 1 | 0 | |a Investigating learning style in the foreign language classroom |c Thomas Roche |
| 250 | |a 1. Aufl. | ||
| 264 | 1 | |a Berlin ; München [u.a.] |b Langenscheidt |c 2006 | |
| 300 | |a 319 S. |b Ill., graph. Darst. | ||
| 336 | |b txt |2 rdacontent | ||
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| 338 | |b nc |2 rdacarrier | ||
| 490 | 1 | |a Münchener Arbeiten zur Fremdsprachen-Forschung |v 16 | |
| 500 | |a Zugl.: Dresden, Techn. Univ., Diss., 2004 | ||
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Datensatz im Suchindex
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| _version_ | 1811359243895308288 |
| adam_text | Table
of Contents
Table of Contents
..............................................................................................................5
List of Figures
..........................................................................................................10
List of Tables
............................................................................................................11
List of Abbreviations
................................................................................................12
Introduction
.....................................................................................................................13
Why study learning styles?
......................................................................................13
Overview
..................................................................................................................15
1
Ways of learning in a foreign language classroom
.................................................19
1.1
Introduction
.....................................................................................................19
1.2
A short critical history of studying psychological difference in
learning
...........................................................................................................19
1.2.1
An analysis of learning style writings
..................................................20
1.2.2
Core concepts
......................................................................................27
1.3
Defining learning styles in the language classroom
........................................29
1.3.1
Learning in process terras
....................................................................29
1.3.2
Learning Strategies
..............................................................................30
1.3.3
The successful learner s strategies
.......................................................34
1.3.4
The learning strategies and learning style link
....................................36
1.4
Principles of learning styles? Coping with the literature
................................40
1.4.1
Cognitive styles
...................................................................................45
1.4.2
Personality-Affective Styles
................................................................49
1.4.3
Environmental/physical styles
.............................................................53
1.5
Learning styles and group membership
..........................................................54
1.5.1
Employment and education experience
...............................................54
1.5.2
Ethnicity
...............................................................................................56
1.5.3
Gender
.................................................................................................58
1.5.4
A caveat: the good, the bad, and the intermediate learners
..................61
1.6
Learning styles in practice
..............................................................................62
1.6.1
Learning style and strategy training
.....................................................62
1.6.2
Learning styles in contemporary institutional contexts
.......................67
Table
of
Contents
1.7
Summary
.........................................................................................................69
Ways of investigating learning in foreign language classrooms
............................71
2.1
Introduction
.....................................................................................................71
2.2
Methods of investigating learning styles
........................................................71
2.2.1
Psychometric tests
...............................................................................72
2.2.2
Interviews and self report
....................................................................75
2.2.3
Observations
........................................................................................77
2.2.4
Questionnaires
.....................................................................................78
2.2.5
Journals
................................................................................................82
2.2.6
Notes on qualitative and quantitative research
....................................84
2.3
Journals in foreign language classrooms
........................................................86
2.3.1
Types of journals
..................................................................................86
2.3.2
Language learning revisited
.................................................................87
2.3.3
My experience
.....................................................................................88
2.3.4
Academic experience
...........................................................................89
2.3.5
Writing the self
....................................................................................98
2.3.6
Reading the self
.................................................................................100
2.4
Opinions of journal writing
...........................................................................105
2.4.1
What do learners think?
.....................................................................105
2.4.2
What do teachers think?
....................................................................108
2.4.3
Adrawback
........................................................................................108
2.5
Guidelines for use and logistics
....................................................................109
2.5.1
Material
..............................................................................................109
2.5.2
Time
...................................................................................................109
2.5.3
Task
....................................................................................................109
2.5.4
Feedback
............................................................................................110
2.6
The data
.........................................................................................................
Ill
2.7
Summary
.......................................................................................................113
Learning styles over time
........................................................................................115
3.1
Introduction
...................................................................................................115
3.2
The research project
......................................................................................116
3.2.1
The learners
.......................................................................................116
3.2.2
The course
..........................................................................................118
3.2.3
The journal entries
.............................................................................118
Table of
Contents 7
3.3
Generating a learning style model
................................................................119
3.3.1
Method of analysis
.............................................................................119
3.3.2
Choosing which models
.....................................................................121
3.3.3
Analysing the models
........................................................................122
3.4
Creating the Essential Elements Checklist
....................................................129
3.4.1
Identifying components
.....................................................................129
3.4.2
First trial
............................................................................................132
3.4.3
Setting thresholds
..............................................................................133
3.4.4
Second trial
........................................................................................134
3.5
Reading the journals with the Essential Elements Checklist
........................135
3.5.1
Findings
.............................................................................................135
3.5.2
Discussion
..........................................................................................137
3.5.3
Implications for individuals
...............................................................140
3.5.4
Implications for the group
.................................................................141
3.5.5
Notes on other issues arising
.............................................................142
3.6
Improving the Checklist
................................................................................144
3.7
The Field Sensitivity Model and Checklist
...................................................147
3.7.1
Definitions and exemplars to the FS Checklist
..................................148
3.7.2
Field Insensitive
.................................................................................148
3.7.3
Field Sensitive
...................................................................................154
3.8
Analysis of sample journal entries
................................................................159
3.8.1
Prototypical Field Sensitive journal entry
.........................................160
3.8.2
Prototypical Field Insensitive journal entry
.......................................163
3.8.3
Prototypical journal entry- a complex articulation
............................166
3.9
Summary
.......................................................................................................174
Learning style and the learning environment
.......................................................177
4.1
Introduction
...................................................................................................177
4.2
Teachers styles
.............................................................................................178
4.2.1
Teaching styles: the cultural model
....................................................179
4.2.2
Teaching styles: the psychological model
..........................................180
4.3
Learning tasks styles
....................................................................................183
4.3.1
Designing a style-prototypical lesson
................................................184
4.3.2
Style-prototypical lessons implemented
............................................188
4.4
Task, teaching and learning style interaction
................................................189
Table
of
Contents
4.4.1
Expectations
.......................................................................................189
4.4.2
Method of analysis
.............................................................................190
4.5
Analysis of task, teaching and learning style interaction: an example
..........191
4.5.1
Checklist results for the Field Sensitive lesson
..................................191
4.5.2
Observation results for the Field Insensitive lesson
..........................194
4.5.3
Checklist results for the Field Insensitive lesson
...............................195
4.5.4
Observation results for Field Insensitive lesson
................................197
4.5.5
Discussion
..........................................................................................198
4.6
Analysis of task, teaching and learning style interaction: for the class
.........203
4.6.1
Checklist results
.................................................................................204
4.6.2
Observation results
............................................................................205
4.6.3
Responses to the prototypical lessons
................................................205
4.6.4
Responses to style tailored lessons
....................................................207
4.6.5
Responses to training good learner strategies
...................................208
4.6.6
Conclusions
.......................................................................................209
4.7
Emergent environmental factors
...................................................................210
4.7.1
Searching for factors
..........................................................................210
4.7.2
Supportive quantitative research and implications for foreign
language learning and teaching
.........................................................215
4.7.3
Conclusion
.........................................................................................219
4.8
Summary
.......................................................................................................221
Participants and instruments
.................................................................................225
5.1
Introduction
...................................................................................................225
5.2
Preconceptions
..............................................................................................225
5.2.1
Students preconceptions
...................................................................226
5.2.2
The teacher-researcher s preconceptions
...........................................227
5.3
Other instruments
..........................................................................................228
5.3.1
Oxford s Style Analysis Survey
.........................................................229
5.3.2
Reid s Perceptual Learning Style Preference Questionnaire
.............237
5.3.3
Interview
............................................................................................242
5.3.4
Conclusions and implications
............................................................245
5.4
A case not for other measures
.......................................................................247
5.4.1
Early Entry: Field Insensitive and Field Sensitive components
........247
5.4.2
Later Entry: Field Insensitive and Field Sensitive features
...............250
5.4.3
Comparisons
......................................................................................252
Table of
Contents 9
5.5
Participants comments on the journal task
...................................................254
5.6
Summary
.......................................................................................................255
6
Conclusions
..............................................................................................................257
6.1
Summary
.......................................................................................................257
6.2
Points to be addressed
...................................................................................262
Bibliography
..................................................................................................................267
Appendix A: Journal Analysis Checklist
....................................................................281
Appendix B: Learner Journal Excerpts
......................................................................284
Appendix C: Learners prior work and educational experience
..............................309
Appendix D: Style Surveys
...........................................................................................317
Learning styles constitute an important factor in the foreign
language classroom. But are individual learning styles
permanently fixed and immutable? In this innovative
longitudinal study Thomas Roche investigates how adult
learners of English adapted their style to different contexts
and tasks. Using learning journals as his database, the
author analyses the fascinating shifts in style orientations
and shows how journals can be used to encourage
effective language learning and to profile individuals
learning pathways.
|
| adam_txt |
Table
of Contents
Table of Contents
.5
List of Figures
.10
List of Tables
.11
List of Abbreviations
.12
Introduction
.13
Why study learning styles?
.13
Overview
.15
1
Ways of learning in a foreign language classroom
.19
1.1
Introduction
.19
1.2
A short critical history of studying psychological difference in
learning
.19
1.2.1
An analysis of learning style writings
.20
1.2.2
Core concepts
.27
1.3
Defining learning styles in the language classroom
.29
1.3.1
Learning in process terras
.29
1.3.2
Learning Strategies
.30
1.3.3
The successful learner's strategies
.34
1.3.4
The learning strategies and learning style link
.36
1.4
Principles of learning styles? Coping with the literature
.40
1.4.1
Cognitive styles
.45
1.4.2
Personality-Affective Styles
.49
1.4.3
Environmental/physical styles
.53
1.5
Learning styles and group membership
.54
1.5.1
Employment and education experience
.54
1.5.2
Ethnicity
.56
1.5.3
Gender
.58
1.5.4
A caveat: the good, the bad, and the intermediate learners
.61
1.6
Learning styles in practice
.62
1.6.1
Learning style and strategy training
.62
1.6.2
Learning styles in contemporary institutional contexts
.67
Table
of
Contents
1.7
Summary
.69
Ways of investigating learning in foreign language classrooms
.71
2.1
Introduction
.71
2.2
Methods of investigating learning styles
.71
2.2.1
Psychometric tests
.72
2.2.2
Interviews and self report
.75
2.2.3
Observations
.77
2.2.4
Questionnaires
.78
2.2.5
Journals
.82
2.2.6
Notes on qualitative and quantitative research
.84
2.3
Journals in foreign language classrooms
.86
2.3.1
Types of journals
.86
2.3.2
Language learning revisited
.87
2.3.3
My experience
.88
2.3.4
Academic experience
.89
2.3.5
Writing the self
.98
2.3.6
Reading the self
.100
2.4
Opinions of journal writing
.105
2.4.1
What do learners think?
.105
2.4.2
What do teachers think?
.108
2.4.3
Adrawback
.108
2.5
Guidelines for use and logistics
.109
2.5.1
Material
.109
2.5.2
Time
.109
2.5.3
Task
.109
2.5.4
Feedback
.110
2.6
The data
.
Ill
2.7
Summary
.113
Learning styles over time
.115
3.1
Introduction
.115
3.2
The research project
.116
3.2.1
The learners
.116
3.2.2
The course
.118
3.2.3
The journal entries
.118
Table of
Contents 7
3.3
Generating a learning style model
.119
3.3.1
Method of analysis
.119
3.3.2
Choosing which models
.121
3.3.3
Analysing the models
.122
3.4
Creating the Essential Elements Checklist
.129
3.4.1
Identifying components
.129
3.4.2
First trial
.132
3.4.3
Setting thresholds
.133
3.4.4
Second trial
.134
3.5
Reading the journals with the Essential Elements Checklist
.135
3.5.1
Findings
.135
3.5.2
Discussion
.137
3.5.3
Implications for individuals
.140
3.5.4
Implications for the group
.141
3.5.5
Notes on other issues arising
.142
3.6
Improving the Checklist
.144
3.7
The Field Sensitivity Model and Checklist
.147
3.7.1
Definitions and exemplars to the FS Checklist
.148
3.7.2
Field Insensitive
.148
3.7.3
Field Sensitive
.154
3.8
Analysis of sample journal entries
.159
3.8.1
Prototypical Field Sensitive journal entry
.160
3.8.2
Prototypical Field Insensitive journal entry
.163
3.8.3
Prototypical journal entry- a complex articulation
.166
3.9
Summary
.174
Learning style and the learning environment
.177
4.1
Introduction
.177
4.2
Teachers' styles
.178
4.2.1
Teaching styles: the cultural model
.179
4.2.2
Teaching styles: the psychological model
.180
4.3
Learning tasks'styles
.183
4.3.1
Designing a style-prototypical lesson
.184
4.3.2
Style-prototypical lessons implemented
.188
4.4
Task, teaching and learning style interaction
.189
Table
of
Contents
4.4.1
Expectations
.189
4.4.2
Method of analysis
.190
4.5
Analysis of task, teaching and learning style interaction: an example
.191
4.5.1
Checklist results for the Field Sensitive lesson
.191
4.5.2
Observation results for the Field Insensitive lesson
.194
4.5.3
Checklist results for the Field Insensitive lesson
.195
4.5.4
Observation results for Field Insensitive lesson
.197
4.5.5
Discussion
.198
4.6
Analysis of task, teaching and learning style interaction: for the class
.203
4.6.1
Checklist results
.204
4.6.2
Observation results
.205
4.6.3
Responses to the prototypical lessons
.205
4.6.4
Responses to style tailored lessons
.207
4.6.5
Responses to training good learner strategies
.208
4.6.6
Conclusions
.209
4.7
Emergent environmental factors
.210
4.7.1
Searching for factors
.210
4.7.2
Supportive quantitative research and implications for foreign
language learning and teaching
.215
4.7.3
Conclusion
.219
4.8
Summary
.221
Participants and instruments
.225
5.1
Introduction
.225
5.2
Preconceptions
.225
5.2.1
Students'preconceptions
.226
5.2.2
The teacher-researcher's preconceptions
.227
5.3
Other instruments
.228
5.3.1
Oxford's Style Analysis Survey
.229
5.3.2
Reid's Perceptual Learning Style Preference Questionnaire
.237
5.3.3
Interview
.242
5.3.4
Conclusions and implications
.245
5.4
A case not for other measures
.247
5.4.1
Early Entry: Field Insensitive and Field Sensitive components
.247
5.4.2
Later Entry: Field Insensitive and Field Sensitive features
.250
5.4.3
Comparisons
.252
Table of
Contents 9
5.5
Participants'comments on the journal task
.254
5.6
Summary
.255
6
Conclusions
.257
6.1
Summary
.257
6.2
Points to be addressed
.262
Bibliography
.267
Appendix A: Journal Analysis Checklist
.281
Appendix B: Learner Journal Excerpts
.284
Appendix C: Learners' prior work and educational experience
.309
Appendix D: Style Surveys
.317
Learning styles constitute an important factor in the foreign
language classroom. But are individual learning styles
permanently fixed and immutable? In this innovative
longitudinal study Thomas Roche investigates how adult
learners of English adapted their style to different contexts
and tasks. Using learning journals as his database, the
author analyses the fascinating shifts in style orientations
and shows how journals can be used to encourage
effective language learning and to profile individuals'
learning pathways. |
| any_adam_object | 1 |
| any_adam_object_boolean | 1 |
| author | Roche, Thomas |
| author_facet | Roche, Thomas |
| author_role | aut |
| author_sort | Roche, Thomas |
| author_variant | t r tr |
| building | Verbundindex |
| bvnumber | BV022227318 |
| classification_rvk | DP 4200 ES 750 HD 150 HD 157 |
| ctrlnum | (OCoLC)229942961 (DE-599)BVBBV022227318 |
| dewey-full | 418.00712 |
| dewey-hundreds | 400 - Language |
| dewey-ones | 418 - Applied linguistics |
| dewey-raw | 418.00712 |
| dewey-search | 418.00712 |
| dewey-sort | 3418.00712 |
| dewey-tens | 410 - Linguistics |
| discipline | Pädagogik Sprachwissenschaft Anglistik / Amerikanistik Literaturwissenschaft |
| discipline_str_mv | Pädagogik Sprachwissenschaft Anglistik / Amerikanistik Literaturwissenschaft |
| edition | 1. Aufl. |
| format | Book |
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| genre | (DE-588)4113937-9 Hochschulschrift gnd-content |
| genre_facet | Hochschulschrift |
| id | DE-604.BV022227318 |
| illustrated | Illustrated |
| index_date | 2024-07-02T16:31:27Z |
| indexdate | 2024-09-27T16:12:33Z |
| institution | BVB |
| isbn | 9783526508342 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-015438453 |
| oclc_num | 229942961 |
| open_access_boolean | |
| owner | DE-473 DE-BY-UBG DE-19 DE-BY-UBM DE-29 DE-384 DE-20 DE-355 DE-BY-UBR DE-12 DE-824 DE-83 DE-739 |
| owner_facet | DE-473 DE-BY-UBG DE-19 DE-BY-UBM DE-29 DE-384 DE-20 DE-355 DE-BY-UBR DE-12 DE-824 DE-83 DE-739 |
| physical | 319 S. Ill., graph. Darst. |
| publishDate | 2006 |
| publishDateSearch | 2006 |
| publishDateSort | 2006 |
| publisher | Langenscheidt |
| record_format | marc |
| series | Münchener Arbeiten zur Fremdsprachen-Forschung |
| series2 | Münchener Arbeiten zur Fremdsprachen-Forschung |
| spellingShingle | Roche, Thomas Investigating learning style in the foreign language classroom Münchener Arbeiten zur Fremdsprachen-Forschung Fremdsprachenunterricht (DE-588)4018428-6 gnd Lernstil (DE-588)4167406-6 gnd |
| subject_GND | (DE-588)4018428-6 (DE-588)4167406-6 (DE-588)4113937-9 |
| title | Investigating learning style in the foreign language classroom |
| title_auth | Investigating learning style in the foreign language classroom |
| title_exact_search | Investigating learning style in the foreign language classroom |
| title_exact_search_txtP | Investigating learning style in the foreign language classroom |
| title_full | Investigating learning style in the foreign language classroom Thomas Roche |
| title_fullStr | Investigating learning style in the foreign language classroom Thomas Roche |
| title_full_unstemmed | Investigating learning style in the foreign language classroom Thomas Roche |
| title_short | Investigating learning style in the foreign language classroom |
| title_sort | investigating learning style in the foreign language classroom |
| topic | Fremdsprachenunterricht (DE-588)4018428-6 gnd Lernstil (DE-588)4167406-6 gnd |
| topic_facet | Fremdsprachenunterricht Lernstil Hochschulschrift |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=015438453&sequence=000003&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=015438453&sequence=000004&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA |
| volume_link | (DE-604)BV013208913 |
| work_keys_str_mv | AT rochethomas investigatinglearningstyleintheforeignlanguageclassroom |