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Questions and Answers

What factor is commonly recognized as crucial in the learning process?

  • Cultural context
  • Learner beliefs
  • Teaching methods
  • Motivation (correct)

Instrumental motivation pertains to a learner’s personal growth and cultural enrichment.

False (B)

What are the two types of motivation identified by Gardner and Lambert?

Integrative and instrumental motivation

Learner beliefs can influence their __________ towards language learning.

<p>attitudes</p> Signup and view all the answers

Which type of motivation is likely more important for learners in a target language culture?

<p>Integrative motivation (B)</p> Signup and view all the answers

Match the types of motivation with their descriptions:

<p>Integrative motivation = Learning for personal growth Instrumental motivation = Learning for practical goals Extrinsic motivation = Learning driven by external rewards Intrinsic motivation = Learning for internal satisfaction</p> Signup and view all the answers

What can influence a learner's belief system?

<p>Social context, cultural background, and personal experiences</p> Signup and view all the answers

Research suggests that integratively motivated learners tend to achieve less than those who are instrumentally motivated.

<p>False (B)</p> Signup and view all the answers

What term describes an individual's natural, habitual, and preferred way of absorbing and processing new information?

<p>Learning style (A)</p> Signup and view all the answers

According to the content, sensory styles can be categorized into visual, auditory, and gustatory only.

<p>False (B)</p> Signup and view all the answers

Name one of the original seven intelligences identified by Gardner.

<p>Linguistic</p> Signup and view all the answers

The term VAK stands for Visual, Auditory, and ______.

<p>Kinaesthetic</p> Signup and view all the answers

Match each type of intelligence with its corresponding activity:

<p>Linguistic = Written exercises Bodily-kinaesthetic = Roleplay Musical = Listening to songs Interpersonal = Brainstorming in groups</p> Signup and view all the answers

Which theory was familiar to many regarding learning styles?

<p>Multiple Intelligences (D)</p> Signup and view all the answers

It is universally accepted how to categorize learning styles.

<p>False (B)</p> Signup and view all the answers

What is an example of an activity for logical-mathematical intelligence?

<p>Problem-solving activities</p> Signup and view all the answers

Naturalistic intelligence was added to Gardner's original seven intelligences in the realm of ______.

<p>multiple intelligences</p> Signup and view all the answers

According to the content, which of the following is a potential drawback of labeling learners based on their preferences?

<p>It risks oversimplification of their learning needs (C)</p> Signup and view all the answers

What is the primary distinction between extrinsic and intrinsic motivation?

<p>Extrinsic motivation comes from outside the individual, while intrinsic motivation comes from within. (D)</p> Signup and view all the answers

Intrinsic motivation is deemed to lead to better long-term learning compared to extrinsic motivation.

<p>True (A)</p> Signup and view all the answers

List two factors that can affect a learner's motivation in the classroom.

<p>Relationship with classmates, attitude towards the teacher.</p> Signup and view all the answers

Extrinsic motivation often involves external pressures such as _____ or _____ .

<p>rewards, punishments</p> Signup and view all the answers

Match the motivation factors with their descriptions:

<p>Need for language = Reason for learning Feedback gained = Progress made Enjoyment of learning = Pleasure derived from the process Attitude towards peers = Relationship with classmates</p> Signup and view all the answers

Which of the following is NOT mentioned as a factor affecting motivation?

<p>Frequency of assessments (D)</p> Signup and view all the answers

A teacher should avoid understanding students' expectations to maintain authority.

<p>False (B)</p> Signup and view all the answers

What can teachers do to promote a success-oriented environment?

<p>Provide feedback and praise, ensure learners experience success.</p> Signup and view all the answers

Teachers can help increase students' self-esteem by providing _____ feedback and catering to different learning types.

<p>positive</p> Signup and view all the answers

What is a good strategy for teachers to build relationships among students?

<p>Personalize interactions and encourage teamwork (A)</p> Signup and view all the answers

Negative stereotypes should be reinforced by teachers to establish authority.

<p>False (B)</p> Signup and view all the answers

What role does perceived value of an activity play in student motivation?

<p>Higher perceived value increases motivation to engage and succeed.</p> Signup and view all the answers

A lot of adult learners prefer studying language in classes because they want the experience to be more of a _____ than a chore.

<p>pleasure</p> Signup and view all the answers

Match the following strategies with their goals:

<p>Setting learning goals = Create a need for the language Providing feedback = Ensure success-oriented environment Understanding students' expectations = Foster better teacher-student relations Using interesting materials = Enhance engagement</p> Signup and view all the answers

Which learning style is characterized by a preference for social interaction and group activities?

<p>Communicative learning style (A)</p> Signup and view all the answers

Learners with an authority-oriented style prefer consensus-building discussions.

<p>False (B)</p> Signup and view all the answers

What do concrete learning style learners prefer in their learning experiences?

<p>Active and direct means of taking in information</p> Signup and view all the answers

Analytical learners prefer a __________ presentation of new learning material.

<p>logical and systematic</p> Signup and view all the answers

Match the learning style with its characteristic:

<p>Concrete learning style = Curious, spontaneous, and prefers verbal or visual experiences Analytical learning style = Independent, enjoys problem-solving and logical tracking Communicative learning style = Thrives on interaction and group discussions Authority-oriented learning style = Prefers structure and clear instructions</p> Signup and view all the answers

Which of the following statements about learners with an analytical style is true?

<p>They prefer independent problem-solving and logical reasoning. (B)</p> Signup and view all the answers

Learners with a concrete learning style are likely to enjoy routine learning and written tasks.

<p>False (B)</p> Signup and view all the answers

Authority-oriented learners once referred to, like having the teacher as an __________ figure.

<p>authority</p> Signup and view all the answers

Which strategy would be classified as a cognitive strategy?

<p>Making notes before a writing task (C)</p> Signup and view all the answers

Learning styles are fixed characteristics that cannot be changed.

<p>False (B)</p> Signup and view all the answers

What is an affective strategy?

<p>Strategies that help learners control their emotions and attitudes.</p> Signup and view all the answers

Strategies that help students store and retrieve information are known as __________ strategies.

<p>memory</p> Signup and view all the answers

Match the type of strategy with its description:

<p>Memory strategies = Help store and retrieve information Cognitive strategies = Enable understanding and production of new language Compensation strategies = Allow communication despite language deficiencies Metacognitive strategies = Help control one's own learning</p> Signup and view all the answers

Which of the following learning styles favors structured class procedures?

<p>Analytical teacher (B)</p> Signup and view all the answers

Teachers' personal learning styles do not influence their teaching methods.

<p>False (B)</p> Signup and view all the answers

Name one social strategy used in language learning.

<p>Seeking out native speakers to talk to or cooperating with classmates in group work.</p> Signup and view all the answers

A __________ strategy helps learners interact with other people.

<p>social</p> Signup and view all the answers

Match the examples with their corresponding strategy categories:

<p>Rewriting class notes = Memory strategies Relaxing by listening to songs in the target language = Affective strategies Filling out a learning checklist = Metacognitive strategies Paraphrasing during a conversation = Compensation strategies</p> Signup and view all the answers

Which of the following strategies involves raising awareness about different ways of learning?

<p>Learning strategies (D)</p> Signup and view all the answers

It is good practice for teachers to ignore students' feedback regarding learning procedures.

<p>False (B)</p> Signup and view all the answers

What challenge do teachers face when designing tests for learning factors?

<p>It is difficult to analyze tendencies like learning styles with certainty.</p> Signup and view all the answers

Teachers may need to extend their techniques to accommodate different __________ of learners.

<p>types</p> Signup and view all the answers

Which strategy allows learners to communicate despite gaps in their language knowledge?

<p>Compensation strategies (C)</p> Signup and view all the answers

Which personality type is said to be better at language learning?

<p>Extroverts (A)</p> Signup and view all the answers

Intelligence tests can measure all types of intelligence relevant to language learning.

<p>False (B)</p> Signup and view all the answers

What is considered a potential indicator of language learning aptitude?

<p>Gift for languages</p> Signup and view all the answers

Psychologists have created tests to measure language __________.

<p>aptitude</p> Signup and view all the answers

Match the following types of intelligence with their characteristics:

<p>Linguistic = Sensitivity to spoken and written language Logical-Mathematical = Ability to analyze problems logically Interpersonal = Ability to understand and interact with others Intrapersonal = Understanding of one’s own emotions and motivations</p> Signup and view all the answers

What aspect of language learning is not necessarily supported by being an extrovert?

<p>Writing essays (A), Learning grammar rules (B)</p> Signup and view all the answers

Multiple intelligences theory implies everyone has the same strengths in learning.

<p>False (B)</p> Signup and view all the answers

Name one factor that can affect a learner's ability to succeed in language learning.

<p>Personality type</p> Signup and view all the answers

Which factor is linked to success in language learning according to early research?

<p>Ability to identify and memorize new sounds (B)</p> Signup and view all the answers

All good language learners are willing to avoid making mistakes to maintain fluency.

<p>False (B)</p> Signup and view all the answers

Name one test used to assess language learning ability.

<p>Modern Language Aptitude Test</p> Signup and view all the answers

Good language learners are constantly looking for __________ in the language.

<p>patterns</p> Signup and view all the answers

Match the following characteristics with good language learners:

<p>Willing to make mistakes = To learn and communicate effectively Constantly pay attention to language = To meet communication standards Strong drive to communicate = To express their thoughts and ideas Practice regularly = To reinforce learning</p> Signup and view all the answers

Which of the following is an ability associated with language aptitude tests?

<p>Ability to figure out grammatical rules (A)</p> Signup and view all the answers

Good language learners do not monitor their own speech during communication.

<p>False (B)</p> Signup and view all the answers

What type of learning setting's success is less clear according to the content provided?

<p>Informal settings</p> Signup and view all the answers

A __________ is a person who excels in learning new languages.

<p>good language learner</p> Signup and view all the answers

Match the following language tests with their description:

<p>Modern Language Aptitude Test = Measures language learning abilities Pimsleur Language Aptitude Battery = Tests various language capacities TOEFL = Evaluates English proficiency for non-native speakers IELTS = Assesses English language skills in an academic context</p> Signup and view all the answers

Flashcards

Learner Beliefs and Social Context

Learner beliefs about language learning can be influenced by their social context and impact their attitudes towards the language itself and language learning in general.

Range of Beliefs

Learner beliefs include a wide range of aspects such as motivation, expectations, perceptions of difficulty, and preferred learning strategies.

Motivation and Learning Success

Motivation is a key factor in the learning process, often correlating with achievement, but its relationship with success is complex.

Motivation: Beyond Interest

Motivation involves not just arousing interest, but also making a conscious decision to act, sustaining interest, and allocating effort.

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Instrumental Motivation

Instrumental motivation is driven by practical goals such as passing an exam or using the language at work.

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Integrative Motivation

Integrative motivation involves learning for personal growth, cultural enrichment, or personal interest in the language and culture.

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Motivation and Achievement

Research suggests that integratively motivated learners may achieve better results than instrumentally motivated learners, although this can vary depending on the context.

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Motivation in Different Contexts

Integrative motivation might be more beneficial for learners living in the target language culture, while instrumental motivation may be more relevant for those learning as a foreign language.

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Extrinsic Motivation

Motivation that comes from an external source, such as rewards or punishments.

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Intrinsic Motivation

Motivation that comes from within the learner, such as enjoyment or a sense of accomplishment.

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Intrinsic vs. Extrinsic Motivation

Learners are more likely to be successful in the long run when they are motivated by internal factors rather than external ones.

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Factors Affecting Learner Motivation

Factors that influence a learner's motivation, such as their relationship with classmates, their perception of the material's difficulty, and their reasons for learning the language.

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Reasons for Learning a Language

The need for the language, such as for travel, work, or communication.

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Progress, Feedback, and Achievement

The progress a learner makes, the feedback they receive, and their sense of achievement.

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Attitudes towards the Target Language and Culture

The learner's attitudes towards the target language and its culture.

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Attitude towards/Relationship with the Teacher

The learner's attitude towards the teacher and their relationship with them.

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Attitudes towards/Relationship with Peers

The learner's attitude towards their classmates and their relationship with them.

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Attitudes towards Learning Materials and Tasks

The learner's attitude towards the learning materials and tasks, and their perception of their relevance.

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Perception of Self as a Language Learner

The learner's perception of their own abilities as a language learner.

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Enjoyment of the Learning Process

The enjoyment a learner derives from the learning process itself.

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Events in their Lives, Feelings, Tiredness, etc.

Events in the learner's personal life, such as stress, fatigue, or emotional upheaval, that can affect their motivation.

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How Teachers Can Help

Strategies teachers can use to influence the factors affecting learner motivation, such as encouraging goal setting, ensuring success, providing feedback, and creating a positive learning environment.

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Encouraging Goal Setting and Creating a Need for the Language

Teachers can help learners set goals, provide opportunities for individualization, and make the learning process engaging by using interesting materials and creating a need for the language

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Primary Representational Systems

The tendency to use one system (visual, auditory, kinaesthetic) more than others when experiencing the world.

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Learning Styles

Learners' preferences on how they learn new material (e.g., visual, auditory, kinaesthetic).

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VAKOG

Visual, Auditory, Kinaesthetic, Olfactory, and Gustatory. These sensory systems are used to experience the world.

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Variety in Learning Activities

The concept that learners benefit from a range of activities to cater to their diverse needs and preferences.

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Multiple Intelligences

Gardner's theory that individuals have different types of intelligence, such as linguistic, logical-mathematical, spatial, etc.

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VAK

A theoretical framework that categorises learning styles based on the senses: visual, auditory, and kinaesthetic.

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Gardner's Intelligences

Interpersonal, Intrapersonal, Linguistic, Logical-Mathematical, Spatial, Bodily-Kinaesthetic, Musical, and Naturalistic intelligence. These are different ways individuals demonstrate their intellectual ability.

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Original Seven Intelligences

The original seven intelligences proposed by Gardner: Linguistic, Logical-mathematical, Spatial, Musical, Bodily-kinaesthetic, Interpersonal, and Intrapersonal.

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Visual Learning Style

A learning style that relies on visual aids, such as pictures, diagrams, and videos.

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Auditory Learning Style

A learning style that relies on auditory input, such as listening to lectures, discussions, and music.

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Concrete Learning Style

Learners prefer direct experiences, immediate value, variety, and active participation over written work and routine learning.

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Analytical Learning Style

Learners are independent, enjoy problem-solving and systematic learning, and prefer logical presentations with opportunities for self-directed exploration.

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Communicative Learning Style

Learners thrive in social learning environments, benefit from discussions and group activities, and require personal feedback and interaction.

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Authority-Oriented Learning Style

Learners prefer structured learning, appreciate clear instructions, and respect authority figures. They thrive in traditional classrooms with sequential progression.

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Active Learning

A learning style characterized by a preference for learning through active, direct engagement with information.

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Passive Learning

A learning style characterized by a preference for learning through observing and processing information passively.

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Field Independence

The tendency to rely more on internal frames of reference and less on external cues when perceiving and interpreting information.

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Field Dependence

The tendency to perceive information as part of a larger context and rely more on external cues for interpretation.

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Learning Strategies

Strategies that learners use to learn a foreign language, which are adaptable and can be learned and changed.

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Memory Strategies

Strategies that help store and retrieve information in memory, such as labeling items in the room.

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Cognitive Strategies

Strategies that help learners understand and produce new language, such as reading signs in public places.

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Compensation Strategies

Strategies that allow learners to communicate despite gaps in their language knowledge, like paraphrasing.

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Metacognitive Strategies

Strategies that help learners control their own learning through organizing, planning, and evaluating, such as filling out a learning checklist.

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Affective Strategies

Strategies that help learners manage their emotions, attitudes, and motivations towards language learning, such as relaxing by listening to music in the target language.

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Social Strategies

Strategies that help learners interact with others, such as seeking out native speakers for conversation.

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Teacher's Style vs. Learner's Style

The tendency for teachers' teaching styles to be influenced by their own preferred learning styles.

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Analytical Learner

Individuals who are more interested in detail, structure, and rules in language learning.

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Concrete Learner

Individuals who are more receptive to social interaction, and tend to favor communicative activities in language learning.

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Teachers and Learner Preferences

Teachers should be aware of their own biases and try to extend their repertoire of teaching techniques and approaches to cater to all types of learners.

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Learner Choice

It's beneficial for learners to be aware of different learning strategies and choose those that best suit them.

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Open Dialogue and Support

It is essential for teachers to create a supportive learning environment where learners feel comfortable discussing their learning preferences and challenges.

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Sound Discrimination and Memory

The ability to recognize and remember new sounds.

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Understanding Word Function

Being able to understand the function of words in sentences.

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Grammatical Pattern Recognition

The skill of figuring out grammatical rules from examples.

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Vocabulary Memory

The ability to remember new vocabulary.

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Willing and Accurate Guesser

A good language learner is willing to take risks and guess the meaning of words or phrases.

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Strong Drive to Communicate

Having the motivation to communicate and learn from experiences.

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Not Inhibited

A good language learner is comfortable making mistakes and accepting uncertainty.

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Focus on Meaning and Form

Good language learners pay attention to both the meaning and the structure of the language.

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Consistent Practice

Good language learners practice regularly to reinforce their skills.

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Monitoring Speech

Good language learners are attentive to how their speech is being received and how their performance meets the standards they've learned.

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Language Aptitude

The ability to learn languages quickly and effectively, often characterized by effortless learning, high proficiency, and accurate pronunciation.

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Personality Types and Language Learning

Personality traits that influence language learning, such as extroversion, risk-taking, and shyness.

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Intelligence and Language Learning

A complex ability that involves various skills and is not fully captured by standardized tests.

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Study Notes

Learner Belief Systems

  • Learner beliefs are influenced by social context, impacting attitudes toward language and learning.
  • Belief systems encompass motivation, learning expectations, perceived difficulty, and preferred learning strategies.

Motivation

  • Motivation is vital for language learning, strongly correlating with achievement.
  • Motivation involves interest, decision-making, sustained engagement, and effort commitment.
  • Traditional motivation distinctions include integrative (personal growth, cultural enrichment) and instrumental (practical goals).
  • Integrative motivation often linked to better outcomes, but contextual factors matter.
  • Extrinsic motivation (external pressures like rewards) and intrinsic motivation (doing it for its sake) may work together rather than be opposites.
  • Perceived activity value strongly influences motivation, regardless of intrinsic or extrinsic origins.
  • Motivation in the classroom is affected by factors like: reasons for learning, progress/feedback, attitudes towards language/culture, teacher/peer relationships, learning materials, learner self-perception, enjoyment, and personal events.

Learning Styles

  • Learner preferences for learning methods exist, but categorizations are debated.
  • Learning styles represent natural, habitual, and preferred ways to absorb, process, and retain information.
  • Gardner's Multiple Intelligences (linguistic, logical-mathematical, spatial, musical, bodily-kinaesthetic, interpersonal, intrapersonal, naturalistic) are influential.
  • VAK (visual, auditory, kinaesthetic) and VAKOG (including olfactory and gustatory) sensory styles are also common.
  • Primary representational systems (how we experience the world) influence learning styles.
  • While learning styles are appealing, rash judgments based on limited evidence should be avoided.
  • Further learning style categorizations include: concrete learning style (active, direct, immediate value, variety, dislikes routine); analytical learning style (independent, problem-solving, logical, systematic, independent follow-up); communicative learning style (social, personal feedback, discussion, group activities, democratic); and authority-oriented learning style (responsible, dependable, structured, sequential, teacher as authority, clear instructions, dislike consensus building).
  • Field dependence/independence (seeing details vs. general background) is another distinction, but analysis is difficult.
  • Learning styles are labels, not absolute categories; they represent tendencies.
  • Personality types (e.g., extroverts, risk-takers) may correlate with language learning success, but the connection is complex and depends on the specific language learning task (e.g., speaking vs. grammar).

Motivation in the Classroom (Teacher's Role)

  • Encourage goal setting (real-world/syllabus related), create language need, select engaging material, understand learner needs and interests, allow for individualization.
  • Create success-oriented activities, ensure feedback, praise appropriately, provide constructive criticism.
  • Address and dislodge negative stereotypes, be a positive cultural example.
  • Research learner views (easy/difficult), understand their expectations, and role perceptions.
  • Promote positive peer relationships (encouraging name recognition, varied group activities ensuring cultural sensitivity).
  • Inquire about learner needs, preferences, and feedback, cater to diverse learners.
  • Provide positive feedback, and cater to different learning styles to raise self-esteem
  • Make learning enjoyable, use variety, humor, relevant content. Encourage involvement and sense of progress.
  • Personalize approach; allow flexible structure, provide shorter activities for when learners are tired.
  • Teachers' own learning styles influence their teaching. Analytical teachers favor structure and formal correctness, while concrete teachers favour communicative activities.

Learning Strategies

  • Learning strategies are procedures used in relation to foreign language learning.
  • They are changeable, unlike learning style.
  • Types of learning strategies: memory, cognitive, compensation, metacognitive, affective, social.
  • Examples of strategies:
  • Memory: labelling things, rewriting notes
  • Cognitive: reading signs, note-taking before writing
  • Compensation: paraphrasing, ignoring unknown words
  • Metacognitive: using checklists, setting goals
  • Affective: relaxing with target language songs
  • Social: talking to native speakers and group activities.
  • Learners benefit from awareness and use of different strategies; avoid authoritarian approaches.
  • Learners have prior ideas about language learning; consider and discuss activities’ rationale.

Aptitude and Intelligence

  • Measuring intelligence is complex, and IQ tests might not fully represent language learning ability.
  • Multiple Intelligences framework might be more relevant than traditional IQ tests for understanding language abilities (e.g., linguistic, logical-mathematical, etc.).
  • Some students who are not high achievers academically still demonstrate success in language learning.
  • Language aptitude tests (e.g., Modern Language Aptitude Test, Pimsleur Language Aptitude Battery) identify specific language-learning abilities (sound recognition, word function, grammar, word memorization).

Good Language Learner Profile

  • Good language learners are active guessers, driven communicators, and comfortable risk-takers.
  • They attend to meaning, form, and their own and others’ speech.
  • They are motivated to practice and monitor their own performance for progress.

Learner Diversity

  • Every learner is unique and learns at varying rates and approaches.
  • Teachers should tailor their approaches to individual learner needs and characteristics. Knowing a learner’s personality (e.g. shy) or tendencies (learning style) is useful information to tailor lessons to enhance their learning experience.

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Description

This quiz explores learner belief systems and the role of motivation in language learning. It covers how social context influences attitudes, expectations, and learning strategies, as well as the distinction between intrinsic and extrinsic motivation. Participants will understand the importance of motivation for successful learning outcomes.

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