ESL Teaching and Learning Styles at the University of the Americas, Puebla, Mexico.

Autor/inn/en	Bauder, Thomas A.; Milman, Jacquelyn
Titel	ESL Teaching and Learning Styles at the University of the Americas, Puebla, Mexico.
Quelle	(1990), (25 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Cognitive Style; College Faculty; College Students; Comparative Analysis; English (Second Language); Foreign Countries; Higher Education; Language Research; Second Language Instruction; Second Language Learning; Student Attitudes; Surveys; Teacher Attitudes; Teaching Styles + Suchen Sie Ihr Suchwort? Cognitive styles; Kognitiver Stil; Fakultät; Collegestudent; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Sprachforschung; Fremdsprachenunterricht; Zweitsprachenerwerb; Schülerverhalten; Survey; Umfrage; Befragung; Lehrerverhalten; Lehrstil; Unterrichtsstil
Abstract	A summary is presented of research on learning and teaching styles in English as a Second Language, and of results of learning and teaching style preference surveys conducted at a Mexican university in 1989. The students surveyed demonstrated much more cognitive flexibility or willingness to learn through different cognitive modes than was expected. University of the Americas (UDLA) male teachers showed a strong preference for competitive teaching, but competitive learning styles were given the least preference by students. Neither UDLA students nor teachers showed a preference for impulsive learning or teaching. The majority of students felt they could learn well by employing any or all of the four perceptual modes: auditory, visual, kinesthetic, and tactile. It was concluded that: (1) style matching, while sometimes desirable, may be impractical on a large scale; (2) students could occasionally be grouped according to preferred learning styles; and (3) a special effort could be made to help students develop increased cognitive flexibility when they demonstrate that they are bound to only a few learning styles. Contains 28 references. (Author/GLR)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC