This study explored the perceptual learning style preferences in L2 （second language） Spanish. A group of first-semester and fifth-semester university students participated. The aim was to verify whether time studyi...This study explored the perceptual learning style preferences in L2 （second language） Spanish. A group of first-semester and fifth-semester university students participated. The aim was to verify whether time studying of Spanish would strengthen learning preferences making senior students more cognizant of their preferred styles. Senior students were, therefore, more expected to self-report major （i.e., strong） style preferences than novice students. The participants completed a style questionnaire and named preferred in-class language activities. Results showed that the novice rather than the senior students, self-reported strong style preferences. The senior students consistently reported minor preferences and named activities that favored peer collaboration over perceptual styles. It is likely that after several semesters of learning Spanish, senior students were less certain as to whether language learning relies on strong style preferences. Instead, they probably learned to acknowledge the benefits of a flexible disposition, integrating several minor style preferences for a successful learning of Spanish.展开更多
文摘This study explored the perceptual learning style preferences in L2 （second language） Spanish. A group of first-semester and fifth-semester university students participated. The aim was to verify whether time studying of Spanish would strengthen learning preferences making senior students more cognizant of their preferred styles. Senior students were, therefore, more expected to self-report major （i.e., strong） style preferences than novice students. The participants completed a style questionnaire and named preferred in-class language activities. Results showed that the novice rather than the senior students, self-reported strong style preferences. The senior students consistently reported minor preferences and named activities that favored peer collaboration over perceptual styles. It is likely that after several semesters of learning Spanish, senior students were less certain as to whether language learning relies on strong style preferences. Instead, they probably learned to acknowledge the benefits of a flexible disposition, integrating several minor style preferences for a successful learning of Spanish.
