A learning style can be, in some literatures, recognized as cognitive style and may be defined in multiple ways, depending on a person’s perspective. Division of learning styles and their definitions are important for this bachelor thesis, as I will further divide diverse methods of language learning into groups defined by these learning styles. I will also take into consideration that one method does not necessarily have to represent only one learning style, because more than one learning style can be found in some methods.
Khasinah views a learning style as a “particular way in which a learner tries to learn something”
Brown is more specific and focuses not only on learning, but on the perception and processing of information; he defines a learning style as “the manner in which individuals perceive and process information in learning situations”.
Oxford, on the other hand, takes into consideration a learner’s preference and defines a learning style as a “learner’s preferred mode of dealing with new information”. Compiling all these definitions together; every person has their own individual learning style which refers to the way in which a student “absorbs, processes, comprehends and retains information.”
Furthermore, Branch and Gilakjani consider the diversity of learners and therefore their learning styles. They insist that learning styles are important from various reasons; they claim people are different and their learning styles therefore differ as well.
There are, however, some researchers that are completely against any theories regarding learning styles. They claim that learning styles are myths which arose from “the common belief that instructions should be more effective if they match students’ learning style”. There is, however, a number of researchers who disagree with this statement and they conducted many studies to prove it.
Based on their studies, Branch, Gilakjani and many other researchers further divide learning
styles into three major groups; visual, auditory and kinaesthetic.
Lee et. al. conducted a study and differentiated four learning styles; visual, auditory, kinesthetic and tactile. Most of the researches include visual, auditory and kinesthetic learning styles; I do not necessarily see a tactile learning style too different from kinesthetic. It definitely depends on the depth of a research, as can be seen in Reid’s research, which provides probably the most elaborated division of learning styles . In her work she examined learning styles of native English-speaking students and students with English as a second language, and identified six learning styles; visual, auditory, kinesthetic, tactile, group and individual learning.
The first four styles are solely perceptual and related to individual characteristics, while the last two learning styles are based on social interaction and preferences). For my thesis I will, however, focus only on the first three learning styles.
As seen in the factors-related chapter, it would be ill-advised to think that particular learning styles are suitable for everyone, as everyone is different and has different preferences.
Language learning is in fact moderated and navigated by individual differences.
Lee et. al. claim that individual differences are not only limited to a learning style, aptitude and
motivation, in fact, “an individual learning style may be influenced by the gender and age group
to which one belongs” .
Lee et. al. also conducted a study which found out that learners with English as a second language preferred different language styles according to their language and culture).
Personal differences may be used to one’s advantage. Hill et. al. claim that learners and their personal preferences are never the same and therefore, they can use different methods to support their learning. Mondahl and Razmerita support this claim as they define learning as “an individual matter” and claim that “each learner has his or her own method of acquiring knowledge” .
Basically, individual learning styles depend on cognitive, emotional and environmental factors, as well as on one’s life experiences.
Branch and Gilakjani, supporters of not only different learning styles but also of the influence on these styles by personal characteristic, are of the same opinion.
They state that “while students use all of their senses to take in information, they seem to have preferences in how they learn the best”.
Lastly, only few studies focused on the exclusivity of styles, which is in my opinion quite significant.
The study of Lee et. al. found out that students’ learning styles might differentiate; however, they are not mutually exclusive of each other. “Instead, they were positively associated, which means that an individual is likely to simultaneously exercise a range of learning styles during a language learning process” Branch and Gilakjani also support this claim: “Students can prefer one, two or three learning styles”. Similar to learning styles that can be preferred by a learner at the same time, different methods can use more learning styles.
Stephen Krashen in his work discuses different methods and materials of second language acquisitions and immediately points out that the “approaches should influence and help each other” which confirms a previous theory of the influence between different learning styles. He also states that “there is no attempt to claim that one is more important than another”
It all comes down to one’s personal preference of a learning style(s). This is why polyglots are able to learn many languages, even as adults, with different backgrounds, genders, learning methods etc.
Lomb even claims that people do not need any special talents to learn a language, only a genuine interest and amount of energy dedicated to it.
However, without knowing one’s personal preference of a learning style, learning a language could take years. That is why Branch and Gilakjani claim that learners should develop an understanding of their own form of learning Every polyglot knows the proper learning style, which suits them the most. Therefore, according to their favourite learning style they are able to choose an adequate learning method.
To provide the best division possible I decided to briefly describe three learning styles which
are most relevant to the methods I discuss in my thesis. These styles will be described in the following subchapters.
Visual learning style
Visual learners are people who “think in pictures and learn best in visual imagines” . Someone who prefers visual learning tends to prefer seeing and observing things, such as images, maps, diagrams, written directions, graphic organizers etc. which they use to access and understand new information.
Auditory learning style
Gilakjani and Branch define an auditory learner as someone who learns “best when hearing
the information and, perhaps, listening to the lecture”.
Auditory learners discover information through listening and interpreting information by the means of pitch, emphasis and speed. They reportedly best understand content through listening and speaking in situations such as lectures and group discussions.
Kinesthetic learning style
According to Gilakjani and Branch kinaesthetic learners prefer “active participation experiences, for example drama, role-play or moving around” which means that these students learn best by experience and by being involved physically.
These individuals learn best with an active “hands-on” approach and favour interaction
with the physical world; i.e. they learn by doing.
