Learning Styles & Second Language Acquisition

Introduction and Statement of Purpose

Overview of learning styles and L2 acquisition and

Purpose of report: To identify L2 learning styles and

their effects on language skill development

General theoretical perspectives on learning (cognitive, social, behavioral, etc.).

Learning beliefs, L2 beliefs, and L2 language learning success

Cognitive learning theories and L2 learning -- an overview

Social learning theories and L2 learning -- an overview

Visual versus tactile learning strategies -- ethnicity and achievement

Other theories: Age, cognitive development, maturity, experience

Effects of learner control; use of advance organizers in L2 learning activities, reference to function of memory and experience

Role of text and images (i.e., pictures, graphics) in fostering L2 learning

Visual versus tactile materials, achievement and motivation in L2 learning of English

Beliefs about language learning and their effects on students in L2 programs (culture, course difficulty)

Studies of communicative competence -- various issues related to communicative competence and its impact on the acquisition and learning of a second language, with particular reference to adult learners

Strategies for communicative competence delineated

Need for psychologically rich content in L2 programs as opposed to information exchange paradig

. . .
t culture was less significant in determining L2 learning style than might have been expected. Park (2002) found that high and middle achieves were more visual and preferred individual learning than did low achievers. Gao (2001) argued that L2 acquisition and learning depends in large measure on the analytical skills powers of learners and that grammar instruction can be important in facilitating the use or release of those powers. This analyst suggested that the brain functions of adult L2 learners and older child L2 learners may function differently than it does as young children are acquiring a primary or native tongue. Both L1 and L2 learners, however, use cognitive strategies such as overgeneralization or production simplification to learn. All benefit from modified input such as caretaker speech, specifically mother talk or motherese for L1 learners and foreigner talk or teacher talk for L2 learners. Additionally, Gao (2001) stated that L2 learners are generally more highly developed cognitively than L1 learners and possess more worldly knowledge and experience. They tend to be more linguistically sophisticated and mature, able to use rules readily and to be more selective as to what kind of input they take. Ne
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Approximate Word count = 2344
Approximate Pages = 9 (250 words per page)

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