Adam Tervort Essay

Adam Tervort Sample Essay

This paper will discuss the issue of learning strategies and styles and the use and teaching of learning styles in second language language contexts. This issue applies to all individuals engaged in learning of any sort, but the specific focus will be on second language learners in second language classroom situations. This topic is important and relevant to TESOL educators. The teaching of learning styles was identified by Brown (1991) as one of the “several major themes or perspectives” that run through contemporary teaching and research in TESOL education. The history of this topic is long, but research “increased markedly during the 1970's” (Brown, 2007). The focus of research in the 1970's was on traits of good language learners or successful language learners (Brown). Later social constructivist research focused more on the individual identity of language learners, and viewed learners as “participants in a community of language users” (Brown). Brown states that these two types of research “may yeild an amalgamation of the two strands: Teachers, on the one hand, can benefit from attending to what might indeed by very common strategies fo successful learning across many cultures and contexts, but on the other hand, they need to be ever mindful of individual needs and variations as well as the cultural context of learning” (Brown). In a teaching context, it is very important for teachers to be aware of students' preferred learning strategies as well as their own. Baldwin (2009) states that “teachers can utilize learning style information in light of teaching stytle to promote a more focused and purposeful lesson structure that addresses student styles.” Clausen-May (2005) points out that in the process of becoming a qualified educator, teachers must perform well in primarily print based environments, which require high levels of linguistic and symbolic thought, but take little account of visual or kinesthetic ability. Clausen-May states “This may make it difficult for teachers to recognise spatial ability in their pupils, so real strengths and aptitudes are neglected as pupils are forced to struggle with a curriculum which is largely

presented through printed materials that they find hard to access.” Montgomery (2000) states that “it is not the child who bears the responsibility for learning; it is the teacher who bears the responsibility for identifying each child’s learning-style strengths and then for matching those with responsive environments and approaches.” For TESOL teachers, it is vital that awareness of student styles is coupled with cultural awareness. Individuals from different cultures learn in different ways, and the “cultural context of learning” (Brown, 2007) is very important. For learners, being familiar with effective second language learning strategies is important to language learning success. Motivation also plays a vital role in student success. Learning strategies “have been linked to motivation and particularly to a sense of self-efficacy leading to expectations of successful learning” (Chamot, A., Barnhardt, S., El-Dinary, P., and Robbins, J., 1996). The relationship between language learning and learning strategy use is clear from research. Research has shown that the differences between more and less effective language learners include the “number and range of strategies used, in how the strategies were used, in whether they were appropriate for the task, and in individual students' metacognitive understanding of the task” (Chamot et al.). It is important for students to be instructed in a range of learning strategies that cover different learning styles, not just their own. Montgomery (2000) claims that learners who study about learning styles other than their own gain a greater perspective on their own styles. As TESOL professionals, addressing learning styles and strategies may be accomplished in a number of ways. Brown (1991) states that “part of teaching learners how to learn involves helping students simply to become aware of how certain activities in the classroom are designed to develop strategies for success.” This may be as simple as pointing out the reasons behind a particular activity or exercise and telling students the goals or objectives of a certain aspect of instruction. Baldwin (2009) states that teachers can help students employ classroom learning strategies and study habits that will best help them. McKeachie, as quoted by Zeller (2009), states that students can be taught strategies, which enable them “to be effective when taught by methods that are not compatible with their preferred

'style.'” This style of teaching may be difficult. Young (2009) relates difficulties in including different learning styles into the revision of a curriculum. She states that instructional planning must be “innovative” in order to “truly address students of every style.” However, the rewards for successfully implementing this type of teaching are great. Brown (1991) states that by “providing learners with a sense of what a strategy is and how they can develop some of their own strategies,” teachers can assist students in the “strategic investment of learners in their own linguistic destinies.” Through learning strategy instruction “the second language becomes their own, and simply the act of accomplishing something in the language is its own reward. Their strategic investment pays off” (Brown, 1991). As TESOL professionals we owe it to our students to give them the greatest chance of success possible, and a key ingredient in their success will be learning strategies and the successful implementation of them.

Reference List Baldwin, S. (2009, February 16). Learning links discussion #4 Sherry. Message posted to https://bbd.su.edu/webapps/portal/frameset.jsp?tab_id=_2_1&url=%2fwebapps%2fblackboard%2fexec ute%2flauncher%3ftype%3dCourse%26id%3d_18288_1%26url%3d Brown, H.D. (2007). Principles of language learning and teaching. White Plains, NY: Pearson Education. Brown, H.D. (1991). “TESOL at twenty-five: What are the issues?” TESOL Quarterly, 25:2, p. 245260. Chamot, A., Barnhardt, S., El-Dinary, P., and Robbins, J. (1996). “Methods for teaching language learning strategies in the foreign language classroom.” In Oxford R. L. (Ed.) Language learning strategies around the world: Cross-cultural perspectives (pp. 175-188). Honolulu: University of Hawaii Press. Clausen-May, T. (2005). Teaching maths to pupils with different learning styles. London: Paul

Chapman Publishing. Montgomery, N. (2000). “Educating secondary teachers to work with students' diverse styles.” In Dunn, R. and Griggs, S. (Eds.) Practical approaches to using learning styles in higher education (pp. 42-53). Westport, CT: Bergin & Garvey. Young, N. (2009, Feb. 20). Memletics and MI. Message posted to https://bbd.su.edu/webapps/portal/frameset.jsp?tab_id=_2_1&url=%2fwebapps%2fblackboard%2fexec ute%2flauncher%3ftype%3dCourse%26id%3d_18288_1%26url%3d Zeller, S. (2009, Feb. 18). Sarah's Style. Message posted to https://bbd.su.edu/webapps/portal/frameset.jsp?tab_id=_2_1&url=%2fwebapps%2fblackboard%2fexec ute%2flauncher%3ftype%3dCourse%26id%3d_18288_1%26url%3d