The Development of English Language Teaching Methods
CHAPTER II. LEARNING STYLES
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CHAPTER II. LEARNING STYLES
2.1. Visual and auditory learning styles Learning styles is a term that refers to different ways in which we learn, process, and retain information. All young children learn through meaningful hands-on experiences—through touching, doing, and moving. And children also learn through seeing and hearing. “As you observe your child, you will begin to identify strengths and preferences that tell you something about your child’s preferred learning style” [8,11]. You want to foster your child’s strengths, but remember that it helps to challenge him to grow as well. Your child can excel in a variety of areas. Therefore, offer a variety of experiences to help your child develop new strengths and interests that will broaden his or her understanding of the world. Visual learners learn through seeing. “Children who are visual processors tend to observe a parent’s or teacher’s body language and facial expressions for content and learn through demonstrations and descriptions” [8,44]. They tend to have well-developed imaginations and often think in pictures. Too much movement or action in a classroom may cause distraction for them. For older children who read, written instructions may help clarify verbal directions. THE LIST OF USED LITERATURE "On measures for further improvement of foreign languages learning" as of December 10, 2012. Académie De Strasbourg - Rectorat (1992ff.). [Evaluation of the Alsatian early immersion programmes. Amt Fur Schule (1995). [Informarionsbroschure Englisch in der Grundschule. Andreas, R. (1996). Fremdsprachen in der Grundschule: Ziele, Unterricht and Lernerfolge. Ergebnisse der Begleituntersuchungen. München: Institut fur Schulpädagogik und Bildungsforschung. Apeltauer, E. (1997). Grundlagen des Erst-und Fremdsprachenerwerbs. Munich: Langenscheidt.Google Scholar Arnau, J. & Artigal, J. M. (eds.) (1998). Els programmees d'immersió: una perspectiva europea. Barcelona. [Proceedings of the third European Conference on Immersion Programmes, September 1996. Bailly, D. & Luc, C. (1992). Approche d'une langue étrangere a l'école. Études psycho linguistiques et aspects dynasties (Vol, 2). Paris. Baker, C. & Prys Jones, S. (1998). Encyclopedia of bilingualism and bilingual education. Clevedon: Multilingual Matters.Google Scholar Balke, G. (1991). Multilevel factor analysis of proficiency in English as a foreign language. Paper presented at the symposium Multilevel factor analysis: applications to education. Annual meeting of American Educational Research Association, Chicago. Blondin, CH., Candelier, M., Edelenbos, P., Johnstone, R., Kubanek-German, A., Taeschner, T. (1998). Foreign languages in primary and pre-school education: contexts and outcomes. London. Bichsel, P. (1995). “Issues in learning a language”, 3, 9–1 Byram, M. et al. (1996). Young people facing difference. Strasbourg: Council of Europe. Coste, D., North, J., Sheils, J. & Trim, J. L. M. (1998). Languages: learning, teaching assessment. A common European Framework of Reference. Language Teaching, 31, 3, 136–51.Google Scholar Council For Cultural Co-Operation (1997). European language portfolio. Proposals for development. Strasbourg. Council Of Europe (1996). Modern languages: learning, teaching, assessment. A common European Framework of Reference. Draft 2. Strasbourg. De Leeuw, H. (1997). English as a foreign language in the Germanelementary school. What do the children have to say? Tubingen. Djigunovich, J. M. (1995). Attitudes of young foreign-language learners: a followup study. In Vilke, M. (ed.), Children and foreign languages, Zagreb: University of Zagreb, Faculty of Philosophy, 16–33. Doyé, P. & Hurrell, A. (eds.) (1997). Foreign language learning inprimary schools (age 5/6 to 10/11). Strasbourg: Council of Europe. INTERNET RECOURCES: 1. https://kuscholarworks.ku.edu 2. https://books.google.co.uz 3. https://shakespeareandbeyond.folger.edu 4. https://www.thoughtco.com 5. wk.ixueshu.com Download 201 Kb. Do'stlaringiz bilan baham: 
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