Work

Styles and strategies.

Process all human beings engage in universal processes
certain types of learning
association, transfer, generalization, attrition
We all posses abilities in the seven intelligences
we make stimulus-response connections & are driven by reinforcement



Style consistent enduring tendencies & preferences within an individual
Characterize acertain pattern
in your thinking or feeling

General characteristics of intellectual functioning & personality type

differentiate you from someone else

Strategies specific methods of approaching a problem or task

MODES OF OPERATION
Contextualized
“battle plans”

PLANNED DESINGS for controlling
or manipulating certain info
may vary from moment tomoment

VARY INTRAINDIVIDUALLY

Each of us have a number of posible ways to solve particular problems

We choose one



















Cognitive Styles The way we learn things
The way we attack a problem

hinge on link between

personality cognition
Keefe
Learning Style

Cognitive affective
physiological traits indicatorsof how
Skehan

we perceive, interact and respond

Learning Style a general predisposition towards processing info in a particular way
involves affective factors

brings important variables to SLA

contributes to a UNIFIED THEORY OF SLA
mediates between

People`s styles are determined by the way they internalize environmentemotion

cognition


the process is not extrictly cognitive

physical
affective merge in learning cognitive styles

Field Independence
Ability to perceive a particular
relevant item/factor
in a field of distracting items

perceptual
abstract
Related to classroomlearning that involves
* mastering of exercises
* analysis
* attention to details
* drills
* focused activities


Language learnenrs who were FI performed better in deductive lesson designs

enables you to distinguish parts from a whole
concentrate on sth

analyse separate variables without contaminationof neighboring variables




Field Dependence

tendency to be dependent on the total field

the parts embedded within are not easily perceived

Total field is perceived as a whole.

SLA FD because of their EMPATHY, SOCIAL OUTREACH and
PERCEPTION of other people

will be successfulin learning the
COMMUNICATIVE ASPECTS of L2

little empirical evidence
no true test of FD

implies natural “face to face” communication

rarely occurs in language classroom


FD/ I might provide a construct that differentiates


classroom “tutored” natural “untutored”
SLAFI SLA FD

BOTH FD & FI ARE IMPORTANT AND NECESSARY FOR THE COGNITIVE & AFFECTIVE PROBLEMS WE FACE

TWO HYPOTHESIS deal with TWO DIFFERENT KINDS OF LANGUAGE LEARNING
FI/ D is a tool for differentiating
Adult LA

FI

Use more monitoring or learning strategies

Conscious attention to forms

Child LA

FD


use strategies for acquisitionsubconscious attention to functions
FD/I IS CONTEXTUALIZED & VARIABLE

DEPENDING ON THE CONTEXT OF LEARNING, INDIVIDUAL LEARNERS CAN VARY THEIR UTILIZATION OF FD/ FI
IT IS INCORRECT TO ASUME THAT 2L LERANERS SHOULD BE EITHER ONE OR THE OTHER.

LEFT & RIGHT BRAIN FUNCTIONING.
As a child brain matures function become LATERALIZED
LEFT
Logical, analytical thought
Mathematical...