A Descriptive Study of Learning Styles and Teaching Strategy Preferences of Mandarin Chinese Teachers at the DLIFLC

Autor/inn/en	Cheng, Yonghong; Ma, Yibing; Wang, Yan
Titel	A Descriptive Study of Learning Styles and Teaching Strategy Preferences of Mandarin Chinese Teachers at the DLIFLC
Quelle	In: Applied Language Learning, 29 (2019) 1-2, S.1-16 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1041-679X
Schlagwörter	Cognitive Style; Mandarin Chinese; Second Language Learning; Second Language Instruction; Language Teachers; Teaching Methods; Correlation; Intensive Language Courses; Grammar; Teacher Attitudes; Faculty Development; Metacognition; Classroom Techniques; Gender Differences + Suchen Sie Ihr Suchwort? Cognitive styles; Kognitiver Stil; Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Korrelation; Intensivkurs; Sprachkurs; Grammatik; Lehrerverhalten; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Klassenführung; Geschlechterkonflikt
Abstract	Abundant research has been conducted on the relationship between student learning styles and teacher teaching styles. However, the research on the relationship between teachers' learning styles and their choice of instructional strategies is scarce. To understand this relationship better, this study seeks to learn whether there is a statistically significant correlation between Mandarin Chinese teachers' learning styles and their teaching strategy preferences. Using a correlational design, this study administered two surveys to 70 Mandrin Chinese teachers in an intensive language training program. The relationship between teachers' learning styles and their preferred teaching strategies was examined through ANOVA and analysis of descriptive data. The results did not indicate a statistically significant correlation between teachers' learning styles and their strategy choices. Nevertheless, a study of the descriptive data revealed that the teachers tended to choose teaching strategies that matched their learning styles for certain aspects of Chinese language instruction such as grammar. The findings of the study may raise language teachers' awareness of their learning styles and provide them useful information regarding their choice of teaching strategies. Program managers and faculty trainers engaged in faculty development may also find the study's findings informative. (As Provided).
Anmerkungen	Defense Language Institute, Foreign Language Center. Academic Journals, 1759 Lewis Road Suite 142, Presidio of Monterey, Monterey, CA 93944-5006. Tel: 831-242-5638; Fax: 831-242-5850; e-mail: aj@pom-emh1.army.mil; Website: http://www.dliflc.edu/#homepage-
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01