Matching teaching styles with learning styles in east asian contexts
The data from this study more or less reflect Chinese students' perceptions of their learning experiences in Ireland. This reaction is understandable. To avoid these, they will sometimes jump to hasty conclusions about grammar rules or reading themes. Apart from the above-mentioned concepts, some bridging strategies are suggested here:. In Chinese culture, being active in class does not necessarily mean getting physically involved in the classroom activities. One way to find out about the learning styles of students is to assign. Language Teaching Research, 5 1 ,
Zhenhui - Matching Teaching Styles with Learning Styles in East Asian Contexts (TESL/TEFL)
Matching Teaching Styles with Learning Styles in East Asian Contexts
One of the difficulties institutions encounter in meeting learners' needs is the appropriate linking of student learning preferences with faculty instructional philosophies. VARKing up the right tree! As is evident below, many of the problems facing both Chinese students and Irish teachers in a culturally diverse classroom can be traceable to cultural differences. When I speak English in the class or in a group, I like to pre-plan my utterances rather than to speak spontaneously.
All Students Are Created Equally (and Differently.)
Past failures of and future recommendations for communicative language teaching in Japan. Apart from the above-mentioned concepts, some bridging strategies are suggested here:. Non-native teachers may be already immersed in the audio-lingual approach, a system which is set in such a consolidated state that it is very difficult to free themselves from the constraints, thus making the problem and the sense of burden all the more palpable. Therefore, it is not surprising that students felt their learning needs and expectations were not fulfilled.
Adapting teaching styles to learning styles. After failing David's oral English course the previous year, Liu Hong had reenrolled, hoping to pass it this year. Matching teaching styles with learning styles in East Asian contexts. On the other hand, the group made up of the introverted may need some encouragement to share ideas aloud and may want the safety of jotting down a few notes first and perhaps sharing with one other person before being invited or expected to participate in a group discussion. His findings allow us to question some commonly held assumptions about the attitudes of Asian students. As such, video or film would lend itself well to the meaning focused communicative approach and hence stimulate learners' enthusiasm for the communicative approach.