English Language Learning Styles

6. Language learning styles Language learning styles is one of the main factors that help to determine how and how well our students learn a second or foreign language. Individuals and more specifically differs in the way they process information which must be taken into consideration by ESL/EFL teachers in order to provide an effective instructions for their students and overcome the difficulties that confront both teachers and students while learning the English language. In theory there exist many learning styles, and the practical application of these learning styles for teaching-learning interaction is numerous. Nevertheless, only few numbers of styles have received the attention of L2 researchers in recent years. ” Field

However, field dependent students prefer area that call for more extensive interpersonal relations such as social sciences (Claxton, Murrell, 1987). Hansen and Stansfield,1981; Chapelle and Robert, 1986, clarified that field independent learners separate key details from a complex or confusing background. While field dependent learners have troubles doing this. field independent learners show significant advantages over field dependent learners in analytical tasks(Oxford,1989). In the field of language learning, field dependent learners are unlikely to be analytic and perceive situation as a whole, they are sociable, person oriented and warm, they are likely to have opportunities to use language to express meanings, they tend to be comfortable with communication situation. Field independent learners are likely to

The result of the study was similar to the studies mentioned above. It showed that the majority of Iranian students of high school preferred kinesthetic and tactile as their major learning style. However students’ minor learning style was likely to be auditory, group, vivual, and individual, the study also showed that all the learning styles were positive. In contrast to studies mentioned above which adopted the (PLSPQ), results appeared to be different in terms of whether students favor working alone or in groups. Studies also showed luck of correspondence between teacher’s perceptions of their learners’ preferences. Study was carried out by Riazi and Riasati (2007) which aimed to investigate the language learning styles preferences of Iranian EFL students and teachers’ awareness of them, the questionnaires adopted was Brindley (1984). it resulted in that students favored to work in groups or in pairs rather than working individually. However, teachers did not seem to be aware of their students’ way of learning, they believed that their students prefer to work on their