A Study on the Importance of Learning Styles in Foreign Language Teaching

Autor/in	Ünsal, Gülhanim
Titel	A Study on the Importance of Learning Styles in Foreign Language Teaching
Quelle	6 (2018) 2, S.184-191 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Cognitive Style; Second Language Instruction; French; Questionnaires; Teaching Methods; Individual Differences; Visual Perception; Auditory Perception; Kinesthetic Perception; Preferences; Foreign Countries; College Students; Statistical Analysis; Turkey + Suchen Sie Ihr Suchwort? Cognitive styles; Kognitiver Stil; Fremdsprachenunterricht; Französisch; Fragebogen; Teaching method; Lehrmethode; Unterrichtsmethode; Individueller Unterschied; Visuelle Wahrnehmung; Auditive Wahrnehmung; Akustische Wahrnehmung; Akustik; Kinaesthetic perception; Ästhetische Wahrnehmung; Ausland; Collegestudent; Statistische Analyse; Türkei
Abstract	The purpose of this study, which examines learning styles in foreign language teaching, is to determine the learning style/styles predominantly possessed by French learners, and to identify the methods, techniques, materials and activities that can be applied to effective learning and teaching considering individual differences. By Dunn & Dunn's model of learning patterns, a questionnaire consisting of 36 questions, and 12 questions in each section was applied. Items in the questionnaire were divided into four groups as visual, auditory, kinaesthetic and multiple learning styles and the data were analysed through "frequency values" (f) and percentage values "%". According to the result, the students preferred the visual learning style predominantly, followed by kinaesthetic and auditory learning respectively, and very few multiple learning styles. A number of methods, techniques, materials and activities have been proposed to improve visual, auditory and kinaesthetic learning styles. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01