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Learning Style

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Individual Differences in Language Learning

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Abstract

Learning style is another factor which has generally been considered relatively stable, although, as this chapter explains, it is starting to be considered more dynamic and dependent on a complex amalgamation of factors (including other individual differences and the socio-ecological context) than it might once have been. Definition of the concept is discussed, and a brief overview of the instruments used to measure it is provided. Along with a new study exploring the concept in relation to proficiency, previous research is reviewed, including a study which showed that good students are much more stylistically flexible (that is, they employ style-stretching) than less successful students. Other factors related to the style concept are discussed, including in/tolerance of ambiguity, risk-taking and field in/dependence. Implications for language learning and teaching are suggested, including the need to view style holistically alongside multiple other variables. Directions for future research are also suggested.

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Author information

Authors and Affiliations

  1. Girne American University, Girne/Kyrenia, North Cyprus

    Carol Griffiths

  2. Department of Education, University of Bath, Bath, UK

    Adem Soruç

Authors
  1. Carol Griffiths
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  2. Adem Soruç
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Appendix: Inventory of Language Learning Styles (ILLS)

Appendix: Inventory of Language Learning Styles (ILLS)

Please rate each of the following learning style preferences according to the scale:

5 = strongly agree; 4 = agree; 3 = neutral; 2 = disagree; 1 = strongly disagree.

I like to learn language

  

rating

Comment

1

by reading

 

(literary style) (Fleming & Mills, 1992)

 

by writing things down

 

(graphic style) (Fleming & Mills, 1992)

3

by speaking in the target language

 

(oral style) (Fleming & Mills, 1992; Reid, 1987)

4

by hearing the target language spoken

 

(aural style) (Fleming & Mills, 1992; Reid, 1987)

5

by seeing, e.g., diagrams, pictures etc

 

(visual style) (Fleming & Mills, 1992; Reid, 1987)

6

by moving around

 

(kinaesthetic style) (Fleming & Mills, 1992; Reid, 1987)

7

by manipulating, e.g., models, cards etc

 

(tactile style) (Fleming & Mills, 1992; Reid, 1987)

8

by learning the rules

 

(rule-based style) (Willing, 1987)

9

by being corrected

 

(authority-based style) (Willing, 1987)

10

with others

 

(co-operative/social/interactive style) (Reid, 1987; Willing, 1987)

11

in an environment that I find pleasant

 

(environmental preferences) (Dunn et al., 1975)

12

by memorizing

 

(memory-dependent style) (Cohen et al., 2002)

13

by having what I need to learn clear and unambiguous

 

(ambiguity toleration) (Ely, 1995)

14

by concentrating on details

 

(field in/dependent/global/holistic) (Cohen et al., 2002)

15

by thinking before speaking or writing

 

(reflective style) (Cohen et al., 2002; Ehrman & Leaver, 2003)

16

in order

 

(sequential) (Ehrman & Leaver, 2003)

17

by playing games

 

(activity-based) (Reid, 1987)

18

By means of authentic materials

 

(realia-based, suggested by previous participants)

 

Do you have any other preferences regarding how you learn language?

I consent to the use of the information in this questionnaire for research and/or publication purposes: YES NO

NB: For anyone planning to use this survey in their own work, the notes included in the comments column are for researcher reference only and should be removed before being administered to students .

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Griffiths, C., Soruç, A. (2020). Learning Style. In: Individual Differences in Language Learning. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-52900-0_7

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  • DOI: https://doi.org/10.1007/978-3-030-52900-0_7

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  • Print ISBN: 978-3-030-52899-7

  • Online ISBN: 978-3-030-52900-0

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