Elementary School Students Essay

In teaching a new oral conference, students face a gruelling transition and often times, frustration and pain (Ybarra and Green, 2003). To avoid this, English speech communication chance uponers must be allowd with scaffold and a variety of flexible linguistic communication knowledge experiences much(prenominal)(prenominal) as language hearing, writing, speaking, and reading. According to M. L. Liaw (1997), language teachers should provide language-rich environment to learners and actively involved them in every activities which involve language practices (cited in Ybarra and Green, 2003). These learning activities establish a good go of communication among students through their interactions.Based on questiones, individuals learn mostly through their let style of learning. Felder and Henriques (1995) defined learning style as the individuals unique means of acquisition, retention, and retrieval of information. Different learning styles of students require teachers to e dit out their way of instruction in such way that it meets the learners needs and preferences. For instance, teachers who be not fond of music, whitethorn not incorporate chants and songs in their instruction, thus, the learning preferences of musical learners atomic number 18 not attached emphasis (Procter, n. d. ).Teachers, therefore, must be flexible enough in learning new strategies in narrate to bring the best out of their students. learning Styles and Teaching Strategies Felder and Henriques (1995) stated that students may learn in a number of ways including seeing, hearing, reflecting and acting, logical and intuitively reasoning, and memorizing and visualizing. Teachers, on the other hand, typically employ demonstration, lecture or intelligence in giving academic instruction. The students performance is affected by their adaptative ability, preparation, and their compatibility with the teachers style of giving instruction.A mismatch mingled with learning style and te aching style, as foreseen, is a cause of miserable academic performance. Butler (1988) classified learning styles into cognitive, affective, physiological, and psychological (cited in Lamboy, 2003). A students way of perceiving and ordering information or ideas belongs to the cognitive style bandage the affective domain speaks of social and personality traits in learning. The physiological dimension, on the other hand, refers to the senses which include auditory, visual, or kinaesthetic, and environmental factors such as light and temperature.Inner strengths and individuality pertains to the psychological aspect while auditory learners love to play with words and their sounds through listening and storytelling. For Procter (n. d. ), worry solving and numbers are very appealing to logical children. They venerate puzzle, pattern, sequence, and card games activities. Intrapersonal learners, on the other hand, are for the most part shy entirely have a good sense of self. Learners of this type prefer personalization activities such as drawing and writing about ones family and experiences. Drawing, painting, or coloring activities are often preferred by visual learners. or so of the time, they enjoy the teachers facial expression in storytelling and pronto understand stories through pictures. Moreover, kinesthetic learners prefer learning through physiological activities such as games and hands-on exercises while musical type of learners, learn best through chants and songs. Lastly, cooperative activities such as group works, interviews, projects, and surveys are best means of learning for interpersonal learners. Researches and Implications Ehrman and Oxford (1990) found the preferences of students in various(prenominal) learning styles through an intensive language training (cited in Felder and Henriques, 1995). signal detection learners used a variety of memorization strategies standardized internal drills and singe cards prefer practical materials and highly structured or well-organized classes. visceral learners, on the other hand, favor basic vocabulary and grammatical rules, linguistic concepts and translations. Visual learners like visual presentation of information through pictures, diagrams, flow charts, time lines, films, and demonstration while verbal learners are fond of mouth and written explanations.Also, active learners are inclined towards physical activities and experimentation as compared to passive roles of reflective learners such as listening, observing, and taking down notes. Further, in series(p) learners better absorb small and connected chunks of information as contrasted to the holistic preference of global learners. Felder and Henriques (1995) concluded that an effective language instruction whence caters to the different learning styles of students. This means that language instruction must have got the elements that are appealing to all types of learning styles.It should be a concoction of concrete information such as definition and grammatical rules and concepts like syntactical and semantic information, and linguistic and cultural background details. Conclusion In planning for a language instruction, educators must consider the heterogeneous learning styles of the students. In doing so, they may creatively select learning activities that are appealing to different types of learners. In addition, educators may properly guide and give inevitable aid to students for learning strategies appropriate to their learning styles.Moreover, despite the amount of research that has been done with regards to learning styles over the last few years, there is no clear evidence proving that a particular learning style is generally better over the others. This is perhaps due to the human minds flexibility and individual differences. Thus, it is much better then, that learning strategies be given emphasis in every learning situation.References Felder, R. M. and Henriques, E. R. (1995). Learnin g and Teaching Styles In Foreign and south Language Education. Retrieved November 5, 2008, from http//www4. ncsu. edu/unity/lockers/users/f/felder/public/ document/FLAnnals.pdf Lamboy, C. L. (2003). Using Technology in an English as a Second Language Course to Accommodate Visual,Kinesthetic, and Auditory Learners to Affect Students Self-Efficacy About Learning the Language. Retrieved November 5, 2008, from http//www. des. emory. edu/mfp/DissertationLamboy. pdf Procter, S. (n. d. ). Gogo Loves English Fits Many Learning Styles. Retrieved November 5, 2008, from http//www. gogolovesenglish. com/Articles/Stanton1. asp Ybarra, R. and Green, T. (2003). Using Technology to servicing ESL/EFL Students Develop Language Skills. Retrieved November 5, 2008, from http//iteslj. org/Articles/Ybarra-Technology. html