Adam Tervort

Sample Essay

This paper will discuss the issue of learning strategies and styles and the use and teaching of

learning styles in second language language contexts. This issue applies to all individuals engaged in

learning of any sort, but the specific focus will be on second language learners in second language

classroom situations. This topic is important and relevant to TESOL educators. The teaching of

learning styles was identified by Brown (1991) as one of the “several major themes or perspectives”

that run through contemporary teaching and research in TESOL education.

The history of this topic is long, but research “increased markedly during the 1970's” (Brown,

2007). The focus of research in the 1970's was on traits of good language learners or successful

language learners (Brown). Later social constructivist research focused more on the individual identity

of language learners, and viewed learners as “participants in a community of language users” (Brown).

Brown states that these two types of research “may yeild an amalgamation of the two strands: Teachers,

on the one hand, can benefit from attending to what might indeed by very common strategies fo

successful learning across many cultures and contexts, but on the other hand, they need to be ever

mindful of individual needs and variations as well as the cultural context of learning” (Brown).

In a teaching context, it is very important for teachers to be aware of students' preferred learning

strategies as well as their own. Baldwin (2009) states that “teachers can utilize learning style

information in light of teaching stytle to promote a more focused and purposeful lesson structure that

addresses student styles.” Clausen-May (2005) points out that in the process of becoming a qualified

educator, teachers must perform well in primarily print based environments, which require high levels

of linguistic and symbolic thought, but take little account of visual or kinesthetic ability. Clausen-May

states “This may make it difficult for teachers to recognise spatial ability in their pupils, so real

strengths and aptitudes are neglected as pupils are forced to struggle with a curriculum which is largely
presented through printed materials that they find hard to access.” Montgomery (2000) states that “it is

not the child who bears the responsibility for learning; it is the teacher who bears the responsibility for

identifying each child’s learning-style strengths and then for matching those with responsive

environments and approaches.” For TESOL teachers, it is vital that awareness of student styles is

coupled with cultural awareness. Individuals from different cultures learn in different ways, and the

“cultural context of learning” (Brown, 2007) is very important.

For learners, being familiar with effective second language learning strategies is important to

language learning success. Motivation also plays a vital role in student success. Learning strategies

“have been linked to motivation and particularly to a sense of self-efficacy leading to expectations of

successful learning” (Chamot, A., Barnhardt, S., El-Dinary, P., and Robbins, J., 1996). The relationship

between language learning and learning strategy use is clear from research. Research has shown that

the differences between more and less effective language learners include the “number and range of

strategies used, in how the strategies were used, in whether they were appropriate for the task, and in

individual students' metacognitive understanding of the task” (Chamot et al.). It is important for

students to be instructed in a range of learning strategies that cover different learning styles, not just

their own. Montgomery (2000) claims that learners who study about learning styles other than their

own gain a greater perspective on their own styles.

As TESOL professionals, addressing learning styles and strategies may be accomplished in a

number of ways. Brown (1991) states that “part of teaching learners how to learn involves helping

students simply to become aware of how certain activities in the classroom are designed to develop

strategies for success.” This may be as simple as pointing out the reasons behind a particular activity or

exercise and telling students the goals or objectives of a certain aspect of instruction. Baldwin (2009)

states that teachers can help students employ classroom learning strategies and study habits that will

best help them. McKeachie, as quoted by Zeller (2009), states that students can be taught strategies,

which enable them “to be effective when taught by methods that are not compatible with their preferred
'style.'” This style of teaching may be difficult. Young (2009) relates difficulties in including different

learning styles into the revision of a curriculum. She states that instructional planning must be

“innovative” in order to “truly address students of every style.” However, the rewards for successfully

implementing this type of teaching are great.

Brown (1991) states that by “providing learners with a sense of what a strategy is and how they

can develop some of their own strategies,” teachers can assist students in the “strategic investment of

learners in their own linguistic destinies.” Through learning strategy instruction “the second language

becomes their own, and simply the act of accomplishing something in the language is its own reward.

Their strategic investment pays off” (Brown, 1991). As TESOL professionals we owe it to our students

to give them the greatest chance of success possible, and a key ingredient in their success will be

learning strategies and the successful implementation of them.

Reference List

Baldwin, S. (2009, February 16). Learning links discussion #4 Sherry. Message posted to

https://bbd.su.edu/webapps/portal/frameset.jsp?tab_id=_2_1&url=%2fwebapps%2fblackboard%2fexec

ute%2flauncher%3ftype%3dCourse%26id%3d_18288_1%26url%3d

Brown, H.D. (2007). Principles of language learning and teaching. White Plains, NY: Pearson

Education.

Brown, H.D. (1991). “TESOL at twenty-five: What are the issues?” TESOL Quarterly, 25:2, p. 245-

260.

Chamot, A., Barnhardt, S., El-Dinary, P., and Robbins, J. (1996). “Methods for teaching language

learning strategies in the foreign language classroom.” In Oxford R. L. (Ed.) Language learning

strategies around the world: Cross-cultural perspectives (pp. 175-188). Honolulu: University of

Hawaii Press.

Clausen-May, T. (2005). Teaching maths to pupils with different learning styles. London: Paul
 Chapman Publishing.

Montgomery, N. (2000). “Educating secondary teachers to work with students' diverse styles.” In

Dunn, R. and Griggs, S. (Eds.) Practical approaches to using learning styles in higher

education (pp. 42-53). Westport, CT: Bergin & Garvey.

Young, N. (2009, Feb. 20). Memletics and MI. Message posted to

https://bbd.su.edu/webapps/portal/frameset.jsp?tab_id=_2_1&url=%2fwebapps%2fblackboard%2fexec

ute%2flauncher%3ftype%3dCourse%26id%3d_18288_1%26url%3d

Zeller, S. (2009, Feb. 18). Sarah's Style. Message posted to

https://bbd.su.edu/webapps/portal/frameset.jsp?tab_id=_2_1&url=%2fwebapps%2fblackboard%2fexec

ute%2flauncher%3ftype%3dCourse%26id%3d_18288_1%26url%3d