This study is designed to explore the impact of LLS （Language Learning Styles） on learning strategy preferences through questionnaire and data analysis. The aim of the study is to make an through investigation of Ch...This study is designed to explore the impact of LLS （Language Learning Styles） on learning strategy preferences through questionnaire and data analysis. The aim of the study is to make an through investigation of Chinese non-English majors＇ learning styles and their learning strategies in English study, and to analyze the impact of learning styles on learning strategy preferences statistically so as to provide empirical evidence in this field, and then present some implications for college English teaching and learning in Chinese context. This study has significance for pedagogy. Teachers should make language learners aware of their own learning styles and strategy preferences and help them select strategies matching their own style preferences in second language learning. It is hoped that this study can benefit language teachers, learners, and researchers to some extent and can spark more teaching research in the future.展开更多
In recent years, research emphasis in the field of SLA （second language acquisition） has shifted to the study of the learning process and behaviors of learners than that of teachers. Researches concerning the learn...In recent years, research emphasis in the field of SLA （second language acquisition） has shifted to the study of the learning process and behaviors of learners than that of teachers. Researches concerning the learners＇ language learning strategies and learning styles have been conducted in different cultural backgrounds. However, comparatively speaking, there are few studies focusing on the relationship between language learning strategies and learning style preferences in English learning among Chinese students. This paper elaborates on the research questions and hypotheses according to the English Learning Questionnaire, which consists primarily of SILL （Strategy Inventory for Language Learning） （Oxford, 1990） and PLSP （Perceptual Learning Style Preference） Survey （Reid, 1987） to identify their English learning strategy uses and learning style preferences. Then, with statistical analysis （by SPSS （Statistical Product and Service Solutions）） of the results of the questionnaire, discussions are made on the correlation between learning strategies, learning style preferences, and their gender differences, followed by pedagogical implications for English teaching and learning in the university settings in China.展开更多
This study investigates the relationship between Iranian EFL （English as a Foreign Language） learners＇ sensory preferences： Visual, Audial, and Haptic （VAH） and the learners＇ speaking strategy use across profic...This study investigates the relationship between Iranian EFL （English as a Foreign Language） learners＇ sensory preferences： Visual, Audial, and Haptic （VAH） and the learners＇ speaking strategy use across proficiency. To this end 146 Iranian EFL learners studying English at different levels of language proficiency, participated in this study. O＇Brien＇s （1990） learning channel preference checklist was given to students to determine their sensory preferences In addition, a Speaking Strategy questionnaire （an adaptation of strategy inventory for language learning （SILL）, focusing on strategies used at the time of Speaking） was also given to the students in another session. The data were analyzed using multivariate ANOVA （MANOVA） in order to probe the relationship between Iranian EFL Learners＇ Learning Style Sensory Preferences and their speaking strategy use across proficiency. Based on the results, it can be claimed that there was a weak to moderate interaction between the proficiency levels and preference of speaking strategies on the learning styles of the Iranian EFL learners.展开更多
文摘This study is designed to explore the impact of LLS （Language Learning Styles） on learning strategy preferences through questionnaire and data analysis. The aim of the study is to make an through investigation of Chinese non-English majors＇ learning styles and their learning strategies in English study, and to analyze the impact of learning styles on learning strategy preferences statistically so as to provide empirical evidence in this field, and then present some implications for college English teaching and learning in Chinese context. This study has significance for pedagogy. Teachers should make language learners aware of their own learning styles and strategy preferences and help them select strategies matching their own style preferences in second language learning. It is hoped that this study can benefit language teachers, learners, and researchers to some extent and can spark more teaching research in the future.
文摘In recent years, research emphasis in the field of SLA （second language acquisition） has shifted to the study of the learning process and behaviors of learners than that of teachers. Researches concerning the learners＇ language learning strategies and learning styles have been conducted in different cultural backgrounds. However, comparatively speaking, there are few studies focusing on the relationship between language learning strategies and learning style preferences in English learning among Chinese students. This paper elaborates on the research questions and hypotheses according to the English Learning Questionnaire, which consists primarily of SILL （Strategy Inventory for Language Learning） （Oxford, 1990） and PLSP （Perceptual Learning Style Preference） Survey （Reid, 1987） to identify their English learning strategy uses and learning style preferences. Then, with statistical analysis （by SPSS （Statistical Product and Service Solutions）） of the results of the questionnaire, discussions are made on the correlation between learning strategies, learning style preferences, and their gender differences, followed by pedagogical implications for English teaching and learning in the university settings in China.
文摘This study investigates the relationship between Iranian EFL （English as a Foreign Language） learners＇ sensory preferences： Visual, Audial, and Haptic （VAH） and the learners＇ speaking strategy use across proficiency. To this end 146 Iranian EFL learners studying English at different levels of language proficiency, participated in this study. O＇Brien＇s （1990） learning channel preference checklist was given to students to determine their sensory preferences In addition, a Speaking Strategy questionnaire （an adaptation of strategy inventory for language learning （SILL）, focusing on strategies used at the time of Speaking） was also given to the students in another session. The data were analyzed using multivariate ANOVA （MANOVA） in order to probe the relationship between Iranian EFL Learners＇ Learning Style Sensory Preferences and their speaking strategy use across proficiency. Based on the results, it can be claimed that there was a weak to moderate interaction between the proficiency levels and preference of speaking strategies on the learning styles of the Iranian EFL learners.
