A Study of Foreign Language Learning Styles Used by Georgian Students

• Authors: Rusudan Gogokhia , Natela Imedadze
• Languages of publication: EN

Abstracts

EN

The aim of the work was to research learning style distribution in Georgian university students to determine which styles or their complexes are optimal in foreign language learning in similar conditions of teaching. Learning style preferences of more and less successful students were compared using a standardized test (Ehrman, 1998). An analysis of frequencies does not reveal reliable differences between more successful and less successful students. A statistically reliable correlation between varieties of styles was detected only in more successful students, giving grounds to conclude that successful students use diverse and multiple styles, while less successful ones are mostly stuck with one style.

Keywords

EN

learning style; individual differences; more and less successful students

• Publisher: Sciendo
• Journal: Psychology of Language and Communication
• Year: 2011
• Volume: 15
• Issue: 2
• Pages: 121-127

Dates

published

2011-01-01

online

2012-01-03

Contributors

author

Rusudan Gogokhia

• Ilia State University, Tbilisi

author

Natela Imedadze

• Ilia State University, Tbilisi

References

• Belyaev, B.V. (1959). Očerki po psihologii obučeniâś inostrannomu âśzyku (Essay of psychology in teaching a foreign language). Moskva: Prosveŝenie.
• Chang, C-Y., Liu, S.C. & Lee, Y.N. (2007). A study of language learning strategies used by college EF L Learners in Taiwan. Retrieved 3.10.2007 from:
• Cronbach, L.J. (1967). How can instruction be adopted to individual differences? In R.M, Gagné (Ed.), Learning and individual differences (pp. 232-240). Columbus, OH: Merrill.
• Dornyei, Z. (2005). The Psychology of the language learner: Individual differences in second language acquisition. Mahwah, NJ: Lawrence Erlbaum Associates.
• Ehrman, M.E. (1998). Field independence, field dependence, and field sensitivity. In J.M. Reid, (Ed.), Understanding learning styles in the second language classroom (pp. 62-70). Upper Saddle River, NJ: Prentice-Hall Regents.
• Ehrman, M.E., Leaver, B.L., & Oxford, R.L. (2003). A brief overview of individual differences in second language learning. System, 31, 313-330.
• Gardner, R.C. & Lambert, W.E. (1972). Attitudes and motivation in second-language learning. Rowley, MA: Newbury House.
• O'Malley, J.M. & Chamot, A.U. (1990). Learning strategies in second language acquisition. Cambridge, UK : Cambridge University Press.
• Oxford, R.L. (1990). Styles, strategies, and aptitude: Connection for language learning. In T.S. Parry & C.W. Stansfield (Eds.), Language aptitude reconsidered (pp. 67-125). Englewood Cliffs, NJ: Prentice Hall.
• Reid, J.M., Vicioso, M.V.M., Gedeon, É., Takàcs, K., & Korotkikh, Z. (1998). Teachers as perceptual learning styles researchers. In Reid, J.M. (Ed.), Understanding learning styles in the second language classroom (pp. 15-25). Upper Saddle River, NJ: Prentice-Hall Regents.
• Rothbart, M.K. & Derryberry, D. (1981). Development of individual differences in temperament. In M.E. Lamb & A.L. Brown (Eds.), Advances in developmental psychology. Vol. 1 (pp. 37-86). Hillsdale, NJ: Erlbaum.
• Skehan, P. (1989). Individual differences in second-language learning. London: Edward Arnold.
• Surmanidze, L. (2010). Kultura metodologiur perspektivashi (Culture in methodological perspectives in Georgia). Tbilisi: Universal.
• Thelen, H.A. (1954). Dynamics of groups at work. Chicago: University of Chicago Press.

Identifiers

DOI

10.2478/v10057-011-0008-y