Cognitive styles in the service of language learning

Ehrman, Madeline; Leaver, Betty Lou

doi:10.1016/s0346-251x(03)00050-2

Cited by 119 publications

(79 citation statements)

References 24 publications

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“…Based on these dimensions, many models which define cognitive style differently have been introduced (Curry, 1983;Ehrman & Leaver, 2003;Riding & Cheema, 1991) and each researcher uses one of these models in her/his studies. Based on these models, researchers can assess individuals' cognitive styles.…”

Section: Eandl Model Of Cognitive Stylesmentioning

confidence: 99%

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The Relationship Between Cognitive Styles and Young Adult Learners’ Preferences for Written Corrective Feedback

Moslemi

Dastgoshadeh

2017

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This study aimed to investigate the relationship between learners' cognitive styles and their preferences for different types and frequencies of written corrective feedback and for different types of errors to be corrected. Data were collected from 60 English as a foreign language learners at intermediate and upper-intermediate levels. The instruments included the Ehrman and Leaver Learning Styles Questionnaire, and a questionnaire constructed by Amrhein and Nassaji (2010). The results indicated that there is a strong relationship between learners' cognitive styles and their preferences for a particular type of written corrective feedback and for different types of errors to be corrected; but there is no significant relationship between cognitive styles and learners' preferences for frequencies of written corrective feedback.Key words: Cognitive style, English as a foreign language, error type, written corrective feedback, young adult learners of English. Este estudio investiga la relación entre los estilos cognitivos de los estudiantes y sus preferencias respecto al tipo y frecuencia de la retroalimentación correctiva escrita, así como la corrección de distintos tipos de errores. Los datos se obtuvieron de 60 estudiantes de inglés como lengua extranjera en niveles intermedio e intermedio-superior. Los instrumentos de recolección de datos incluyen el cuestionario de estilos de aprendizaje de Ehrman y Leaver y un cuestionario diseñado por Amrhein y Nassaji (2010). Los resultados muestran que existe una acentuada relación entre los estilos cognitivos de los estudiantes y sus preferencias por un tipo particular de retroalimentación correctiva escrita y la forma como se corrigen distintos errores. Sin embargo, la relación entre los estilos cognitivos y la frecuencia de la retroalimentación no es significativa.Palabras clave: inglés como lengua extranjera, estilo cognitivo, jóvenes aprendices de inglés, retroalimentación correctiva escrita, tipo de error. IntroductionWriting is one of those skills that are considered to have a great importance in second language learning. According to Boughey (1997), writing cannot be naturally acquired; but it is learned through formal instruction. In the process of writing it is common for learners to make errors. As Brown (2000) argues, "inevitably learners will make mistakes in the process of acquisition, and that process will be impeded if they do not commit errors and then benefit from various forms of feedback on those errors" (p. 216). Therefore, the issue of corrective feedback comes into focus.A great deal of research has examined the effectiveness of written corrective feedback (WCF). On the one hand, a group of researchers believe that corrective feedback is ineffective, time consuming, and even harmful (Kepner, 1991;Semke, 1984;Sheppard, 1992;Truscott, 1996Truscott, , 1999. On the other hand, another group of researchers defend the use of corrective feedback and believe that giving feedback on students' written errors can help them improve the quality and accuracy of the...

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Section: Eandl Model Of Cognitive Stylesmentioning

confidence: 99%

“…Based on these models, researchers can assess individuals' cognitive styles. Ehrman and Leaver (2003) proposed a comprehensive taxonomy of cognitive styles, called the E&L construct (after their surnames). Their model consists of a superordinate construct, synoptic-ectenic and ten subscales.…”

Section: Eandl Model Of Cognitive Stylesmentioning

confidence: 99%

The Relationship Between Cognitive Styles and Young Adult Learners’ Preferences for Written Corrective Feedback

Moslemi

Dastgoshadeh

2017

HOW

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“…Dörnyei (2005) noted that learning style instruments were developed for practical rather than for research purposes, suggesting that they have "not been fine-tuned for scientific measurement purposes" (p. 141). Nevertheless, Reid's (1995) Perceptual Learning Style Preference Questionnaire (PLSPQ), Oxford's (1993) Style Analysis Survey (SAS), Cohen, Oxford, and Chi's (2001) Learning Style Survey (LLS), and Ehrman and Leaver's (2003) Construct are the best-known and most widely-used instruments. Reid (1987) introduced perceptual learning styles, and her survey was designed to assess ESL learners' styles and has been widely used for non-native learners.…”

Section: Ix)mentioning

confidence: 99%

What Can We Learn from Our Learners’ Learning Styles?

Lee¹,

Kim²

2014

ELT

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This study aims to investigate Korean university-level EFL learners' learning style preferences. The characteristics of their learning style preferences and implications for effective English learning were examined through the quantitative analysis of 496 subjects' responses to a learning style survey and their English achievement and term-end performances. The findings indicate that Korean learners' auditory style preference is noticeable, and visual and individual learning styles are also considered to be primary learning styles, whereas tactile, kinesthetic, and group learning styles are less favored. This suggests that the learners want to learn English with more emphasis on a visual-driven independent style than on an experience-driven collaborative style. Additionally, a majority of the learners tend to maintain or reinforce their preferences throughout the course, and they tend to obtain relatively better English achievement results than learners who substantially change their preferences. In terms of learners' awareness of their identified learning styles, the findings show that style-aware group performed better than the unaware group. However, any generalization regarding the relationship between learning styles and English achievement or performance should be avoided. Importantly, generalizations regarding ethnic groups' learning style preferences should be discussed cautiously; instead, learning styles should be discussed relative to the learning context.

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“…As Gass and Selinker (1994) have put it, the FD people tend to pay great attention to context. Ehrman et al, (2003) mentioned that field-independence (FI) addresses the degree to which an individual focuses on some aspects of experience and separate it from the background and conducts abstract cognitive operations on the materials that receive focus. Saracho (1989) pointed that FD students tend to be more global or undifferentiated while FI students tend to be more articulated.…”

Section: Review Of the Literaturementioning

confidence: 99%

Field-dependence/independence as a Factor Affecting Performance on Listening Comprehension Sub-skills: the Case of Iranian EFL Learners

Kheirzadeh¹,

Kassaian²

2011

JLTR

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Abstract-The purpose of this study was to determine if field-dependence/ independence (FD\I) cognitive style was related to the performance of Iranian EFL learners on listening comprehension sub-skills. More specifically, the study attempted to focus on three listening comprehension sub-skills, namely listening for main idea, listening for specifics, and making inference. The choice of these sub-skills was based on Weir' (1993) taxonomy. The study also tried to investigate the effect of FD\I on listening comprehension in general. In the first stage of the study eighty freshmen students majoring in English literature in Isfahan University took the First Certificate of English (FCE) test, the listening section. A homogenized group of fifty two students were selected as the sample group for the study. To determine the degree of FD\I, the Group Embedded Figures Test (GEFT) was run and based on the results of this test the subjects were divided into two groups, FD and FI. The results of the t-tests showed that there was no difference in the performance of FD and FI students on general listening comprehension; furthermore, no difference was observed in the performance of the two groups, FD vs. FI, considering the listening comprehension sub-skills which were the focus of this study.Index Terms-field-dependence, field-independence, listening comprehension sub-skills, listening for specifics, listening for main idea, making inference

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Cognitive styles in the service of language learning

Cited by 119 publications

References 24 publications

The Relationship Between Cognitive Styles and Young Adult Learners’ Preferences for Written Corrective Feedback

The Relationship Between Cognitive Styles and Young Adult Learners’ Preferences for Written Corrective Feedback

What Can We Learn from Our Learners’ Learning Styles?

Field-dependence/independence as a Factor Affecting Performance on Listening Comprehension Sub-skills: the Case of Iranian EFL Learners

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