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Información del Artículo

A Study of Perceptual Learning Styles and Achievement in a University-level Foreign Language Course (recurso electrónico) / Janet Renou
En: Crisolengua (ISSN 1941-1006), consultado en 26/mar./2014
Revista: Crisolengua, vol. 1, núm. 2; dic. 2008
Resumen: Research shows that there is no general consensus on why some students are not successful in learning a foreign language. Sparks and Ganschow (1993) claim that learners may have deficits in either the phonological, semantic or syntactic systems in their native language, and that this can affect how well they can master a foreign language. In a similar vein, Downey, Snyder and Hill (2000) found a correlation between phonological processing difficulties and learning problems that foreign language learners face. However, Castro and Peck (2005) state that even students who do not appear to have any language-learning deficits, such as those who score highly on the Modern Language Aptitude Test, encounter difficulties in the foreign language classroom. This finding seems to indicate that factors other than language-learning deficits may affect one’s ability to learn a foreign language. It is now both an accepted and well-documented fact that people learn, or perhaps more accurately put, prefer to learn, in different ways. Matthews(1995) points out that, as educators, we have all faced the realization that individuals learn differently. The simple fact that many instructors teach different groups in the same manner, but that student success varies, provides credence to this hypothesis. One concept that may shed light on differences in students’ success learning a foreign language, and which is being investigated for its role in academic achievement in general, is learning style. “Learning style,” according to Reid (1995), “refers to an individual’s natural, habitual and preferred way of absorbing, processing and retaining new information and skills”.
Notas: Learning-styles, estilos de aprendizaje.
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