Learning styles

4. The term `learning styles' may be the wrong word to use, it may be more useful to think of learning strengths or learning modes, that are available to everyone to develop;

5. We can explain to students the need to go beyond relying on learning simply happening by itself: learners need to be proactive and make it happen so we need to help them develop the personal qualities as well as the skills required for successful learning, such as resilience, resourcefulness, reflectiveness, responsiveness, remembering, that are highlighted as important qualities that successful learners display;

6. Teachers also need to make it happen; we can't take for granted that understanding will automatically follow instruction; understanding really only happens when students construct meaning for themselves; understanding and applying all the knowledge we now have about how people learn gives a better chance to enable more learners to do this more of the time and is the only logical step forward.

The plan of the lesson (Appendix D) of English shows us just one way of using the theory of learning styles. This way is the only one used at the lesson during my practice. According to it I taught the students combining different kinds of tasks in accordance to three learning styles at one lesson.

Naturally, every lesson begins with organization moment that includes greeting and a small talk. Then comes warming up that suggests a kind of small talk but a bit longer, as you can see in that plan of the lesson, like do you enjoy listening to music? What kind do you prefer and why? The warming up is related to the title of the lesson and to the next activity - listening the song and at the same time doing some exercises to the song. After such a beginning it comes a kind of checking up homework: the students had to learn the topical vocabulary. For this case I had a vocabulary game, which consisted in showing the meaning of the word in a card the student chose without any sound - a kind of pantomime. Checking the learnt vocabulary I had to introduce a new portion of words. They were synonyms to each other and refer to laughter. I used a blackboard and a chalk, making a cluster or synonymic words.

So one lesson contains diverse kinds of tasks for each learning style.

However there are some activities, which can be appropriate for more than one learning style. A pattern of such an activity can be listening to some records with a typescript to it. As I support songs as the material for efficient listening, there is a typescript with the tasks (Appendix E). It is obvious that doing such an exercise the learners not only listen to the song and recognize some familiar words, but also see the lyrics and can catch some unknown or incomprehensible words and phrases.

Such an exercise is for the students with the auditory and visual learning styles. So what can "kinesthetics" do in this case? Of course, they can make some body movements in tact of the melody, I say nothing to dance, just tapping or clapping. Doing it, the learners can subconsciously remember the words and even learn the whole song by heart. For this ground it is possible to admit listening a "universal" activity.

An example of "universal" activities is the game "Proverbs". This game is mostly related to a visual learning style. In order to reach the educational aim at the lesson, the game "Proverbs" needs some visual aids. They are paper strips with proverbs, which help pupils to learn new statements and words. The rules are simple and interesting. They are represented in the Appendix M.

The teacher must know meanings of all the given proverbs, because he or she should explain it if someone doesn't know any of the written statements. As it was said, the game is purposed on visual learning style; however there some element of auditory learning style takes place. I mean, when the students declare the results of matching, the others percept the right answer with their ears, i.e. acoustically.

As a rule, the business contact was established from the very beginning of the lesson, and the atmosphere in the class was friendly.

The main aims of the game "Proverbs" are:

1. Make positive motivation for English language learning and good mood at the lesson;

2. Teach students to see the results of their own individual work;

3. Teach students to single out the things which are more or less important for them.

The objectives for the participants of the game:

1. Ordering or ranking sentences according to personal importance, perceived value;

2. Predicting a fellow learner's order;

3. Explaining the reasons for one's choice of order.

The students have to rank the proverbs into the order of importance for them. Then each learner guesses the order in which their neighbour has ranked the proverbs, and then all the students in class discuss the reason motivating their choice of order or ranking.

This game helps children to learn with the help of their own learning style some new proverbs, which they can use in everyday speech.

Moreover, this game develops children's attention, imagination, memory, and logical thinking as well. As for learning receptive and non-receptive skills "Proverbs" helps learners to improve listening and speaking abilities.

There is only an individual work because the order depends upon one's own opinion. By the way it coincides with the important advantage of using learning styles in the foreign language classroom. The students speak about their own views on life and prove them. Listening to them I watched attentively the students' answers, recorded the mistakes on a piece of paper and corrected them.

The most active children were rewarded by good results. During the game every student had enough attention, and the work was in calm and positive atmosphere.

As a whole, the activity creates positive impressions; it is thoroughly and professionally planned.

Moreover, there are many such activities, which on the face of them seem to be oriented to only one learning style. There is watching movies in foreign language among them. The movie must be allowed to be shown for the children; this is an aspect of the esthetic element of education and upbringing at school.

After making a choice of the film, the teacher should watch it him- or herself in order to find some unknown words in the speech of actors and make the tasks or questions after the watching. Furthermore, the movie must be understandable and easy to percept it. It would be better if the movie is animated, that is made for children.

The film must contain subtitles for perception of it by students with the visual learning style. Besides, there may be some expressions, which are difficult to understand: everyone needs such support, even auditory learners and the teacher him- or herself.

One more advantage of the watching a movie is the fact that learners have an opportunity to sit or even lay however they want, it does not prevent to percept the information from a film. This issue is good for kinesthetic learners. Based on the previously mentioned aspects and opportunities to get information through watching a movie, this activity is useful for everyone.

One more example of universal task is a game invented by Rob Plevin and used by me called "Write Your Name". The game consists in imagination that a learner has a pencil in his or her right hand and writes the first name in the air as if the student does it in a paper. Then the task becomes more difficult: the student must "take" the pencil into the left hand and write the last name (usually it is much harder). After training less active hand the learner has to put the hands behind the back and pretend holding the pencil in the mouth and do the same thing - writing the name [42]. Moreover, the student can think of a word and, pretending holding the pencil in the belly button, write it in the air, and the others should guess the written word. It is very funny and interesting game.

This game as the other ones has some effects:

1. It increases motivation for further learning the language;

2. It develops visual perception and strengthens motor capabilities of the students;

3. Finally, it just makes fun at the lesson.

On the face of it, the game seems to be for kinesthetic learners. It is. However we can find there something for visuals and auditories. Of course, the students with the visual learning style watch what is going on and understand spelling the words. By the way, in this case the game is only for visuals. The auditory learner can reproduce every letter aloud, so it may be comprehensible for them.

As we can see, it is one more way of using the theory of learning styles into the work of foreign language teacher. Thereby, it is possible to use such activities at the lesson in order to involve everyone into the process of learning the language, among the activities that are necessary to do, which are involved into the curricula and the students' books.

By the way, it is not as hard as using different activities for each learning style at one lesson; I dare to say it is rational to act in such a way.

Furthermore, the theory of learning styles can be implemented in some other ways.

All of us know that the majority of modern schools divide children according to some profiles: physical-mathematical, linguistic, chemical-biological, economical, musical, etc. The classes are formed as early as being in the 5th form. However, as I think, it is wrong as far as some learners study in a particular class without their consciousness of studying the definite subjects. The teachers take account of some potential views of a child, conduct IQ and some other tests in order to identify the students' capabilities to some science. According to the results of conducted tests the administration of school divides the learners up to their potential inclinations.

Of course, it is possible to be transferred for some reasons, but such operations take some time and a lot of fuss and trouble. Besides, it can be harmful for the "moving" learner; the change of situations or classmates makes children be nervous that influences the school results and the whole state of the new student in class.

There were similar situations in my own experience. When I was a school-girl, I changed the schools three times in ten years. It is very hard, especially if the transfer takes place in the 7th up to 9th grade. We know that puberty is the most difficult period in a teenager's life. So I moved in the age of fifteen, the eighth grade. My new classmates do not accept me as their new comrade. It was a very severe test for me. Fortunately, I had to suffer such a situation just a month because I was transferred in the end of April. However studying just a month I have contrived to get a bad mark in physics.

The next year I moved to the parallel class and the situation stabilized - I got new friends in my class and began my good study. By the way, that year I got the excellent mark in physics.

During my third year practice in the Innovative School #1 named after Murat Aitkhozhin I faced with the same situation in the class I lead. By the way I have written the testimonial of this learner. His name is Adrian Pilatov. He was a new classmate. The other students do not accept him and so he couldn't discover his abilities and potential for learning, especially for learning English. Of course, I tried to support him; however it was dangerous for him, because watching this occurrence the others in the class could feel hurt their pride and this circumstance could influence their further attitude to the new classmate.

Returning to the question I can say that the rational distribution of the students into different profiled classes is very important for teachers as well as for students themselves. Many learners move from class to class and can't find their best ability. For this reason it is right to propose dividing the stream up to their learning styles paying attention to all the school subjects in equal measure in order to make all the students involved into the lesson and develop their weak and minor intelligences. Alongside with the prevailing learning style the usage of tasks belonged to the other ones is possible, even necessary in order to increase all-round development of the learners.

For identifying the learning style we can use a questionnaire or the observation of the primary school teachers. It would be better if the results coincide.

Surely, this idea covers the medium level of the school - I mean the grades from the 5th up to the 9th one. The further distribution must be in accordance with the definite profile in order to prepare our schoolboys and schoolgirls for the higher education at universities, academies or colleges. As far as our educational system contains the United National Testing, we do need profiled classes. The reason is very strong for the learners because they need to be prepared to the further education in any question of the definite specialization. The closer goal is to pass the exams, then to enter the university or some other educational organization.

So, the hypothetical proposal is to take account of the learning styles of the students but not of their intelligences in distribution the learners to classes. The suggestion is really theoretical because I have not tried the idea in practice.

As well as the previous suggestion, the next one is also hypothetical, non-tried in practice. The idea consists in dividing one class into three groups up to VAK and teaching three groups simultaneously - in one room or in different ones.

Surely, the division in one classroom presupposes work in groups that is considered to be an active method of teaching. However the permanent grouping is a bit strange, it is necessary to use different kinds of work - individual, work in pairs, in groups and frontal work with the whole class. It was proved by many educators and psychologists. We always need to interlace all kinds of work in class.

For this reason we have to assign more classes for extra groups of English learners. Such a case demands more space and respectively more teachers of foreign language. It is good for young teachers because a situation like this provides more opportunities to get a job after the graduation. As for the school using this way of implementing the theory of learning styles, it is financially unprofitable to pay a hire for the amount of teachers that exceeds the normal quantity in three times. However, this way presupposes an accent to an individual approach that influences the quality of education - that is the school results of the students would be rather better, so such a circumstance can enhance the learners' knowledge.

Moreover, such a way is useless from the other hand. It is irrational to divide a class in such a way because there may be all visuals or all auditories, or all kinesthetics, and perhaps the only one has different learning style. Everything is possible so it is necessary to act according to circumstances.

Thereby, there are several possible ways of using the theory of learning styles in the foreign language classroom. They are following:

1. Using different kinds of activity according to M. Kelly's classification of learning styles at one lesson;

2. Choosing "universal" tasks for every lesson of foreign language and combining entertaining activities with the exercises from the students' book and in accordance with national curriculum;

3. Distributing the learners to classes taking into account their learning styles instead of their intelligences;

4. Dividing one class into three groups according to M. Kelly's theory of learning styles: visual, auditory and kinesthetic group.

However, not all the ways are proved in practice, the last two ones are hypothetical, but may be tried in practice later. As concerns the first two methods, they are used by every teacher in different countries independently on the state curriculum and standard. So that it may be said that those ways, which are proved and even examined, of using learning styles are the most possible and extensively used.

Of course, there are dangers of misuse of learning style assessment, diagnosis and prescription. First, turning questionnaire results into stereotypes used to pigeonhole individuals or cultural groups denies students the opportunity to develop fully. Moreover, the variables the affect learning in general education, and in second language learning in particular, are complex. A multiplicity of interacting factors must be taken into account: the compensating role of motivation, the nature of the learning task, the relationship between the teacher and students, and other situational variables. In short, learning style preferences of students cannot be the sole basis for designing instruction, and prescription based on diagnosis must be tentative, varied, monitored, and verified.

2.3 The Efficiency Rate of Implementing the Theory of Learning Styles into Teaching a Foreign Language at Secondary School

An important element of an integrated academic program includes immediate application in, and immediately after, each classroom experience in order to enhance long-term retention of the knowledge transferred.

The investment in time for curriculum development with such a structured, integrated education model with learning style considerations should pay high dividends in expanding the learners' retained knowledge base and enhancing their flexibility to address new situations [51]. The educational process for instructing science and technical subjects is critical for laying the "foundation" for the retention and application.

There are a number of education transfer vehicles, such as, computer based training and laboratory experiments that can be easily implemented into the classroom or laboratory experience to complement the classroom environment by providing immediate application.

A valuable tool to assist in kinesthetic learning in the classroom, in addition to visual and auditory learning, is computer-based training. With the increased access to computer-based tutoring programs, students are moving away from passive reception of information to more active engagement in the acquisition of knowledge.

Computer programs for tutoring subjects can be particularly useful in science and education. For instance, there is the tutor-program by ABBYY called "Linguo X5", as a matter of fact it is an e-dictionary, but there is a tutoring program. The program proposes the learner to study English vocabulary with the help of computer, that is the program shows the spelling of a word and a picture signing it and besides there is an audio record with the pronunciation of the given word. You can see the meaning of the word at the picture or explanation of it, listen to the record with pronunciation and if you need, you can write the word somewhere. Such program allows the learner to perceive the information in any way the student wants and is able to.

Computer-Based Training (CBT) programs can be used extensively for pre-class preparation, as well as post-class review and immediate reinforcement. CBT programs allow the student to accomplish self-paced learning in a relatively non-threatening environment. Furthermore, computer-assisted instruction (CAI) can help teacher solve the problem of engagement of the learners in the learning process because the flexibility and capacity of CAI make it possible to teach virtually anything from problem-solving skills to relatively simple cognitive learning by offering text and graphs with animation and sounds. CAI appeals to varied learning modalities and consequently meets the diverse needs of individual students. With CAI students can learn at a comfortable pace and interact directly and continually with computers that provide immediate feedback. Teachers can use CAI to enrich or supplement the basic instructions. Students can choose what they want or need and work at convenient tomes and at their own pace.

As an individual's proficiency increases, the use of systematic mismatches between instructional approach and learning style may encourage the development of a wider learning style repertoire. It is theoretically possible that individuals can develop their learning capability to the point where they may consciously choose a learning style they find harder to learn through, as it is the most appropriate learning style, given the nature of a particular learning task.

At a more fundamental level it is questionable whether the style approach to learning of slotting people into pre-ordained categories is appropriate. Stereotyping allows a degree of tailoring of programs to meet the needs of small groups within a large group. There is an inherent danger however in encouraging individuals to adopt a particular learning style. Individuals may become intellectually short-sighted and tend to avoid learning situations not falling within their personal learning range. A proficient learner is not someone who demonstrates capability within a narrow band of activities, as defined by a particular learning style, but rather someone who demonstrates the ability to select an appropriate learning style from a range, according to the demands of the situation and their own learning capability.

The value of applying knowledge of learning styles in an educational setting is unclear. If there are effective and less effective styles of learning, is it possible to facilitate the development of more effective styles of learning? Secondly, is it possible to structure learning tasks, or modify the instructional approach adopted, to match the learning style of an individual, and so enhance the quality of learning experienced?

The first step in this process would be to identify the learning style of an individual, and several instruments have been developed claiming to measure learning style. But, these instruments make two broad assumptions. There is an assumption that learning style is a concept it is possible to measure in this way. Such instruments rely on the learner subjectively responding to a series of questionnaire items. It is not apparent whether individuals are able to describe or conceptualize their own learning processes [49].

There is also an assumption that learning style has temporal stability and an individual's learning style will remain relatively constant across a period of time. Both of these assumptions have not been proven by research to date.

If it is possible to measure learning style, this would allow one to make decisions about whether to match or mismatch the instructional approach used to a particular learning style. By matching these two elements the instructor would render a learning situation more effective for those individuals exhibiting that learning style. In contrast, by consciously striving for a mismatch between the two elements, the learner may be forced to develop a less dominant learning style, achieving greater learning versatility.

However, the evidence concerning which of these two strategies is more appropriate is inconclusive, in there are an equal number of research studies supporting either matching or mismatching. On a practical level, it is doubtful if it is possible to structure learning sessions in this way, as any single group may possess learners who exhibit different learning styles.

In addition, any deliberate tailoring of delivery toward a particular style assumes the dominant learning style will not change. If a learning style does change, this would render the contrived learning environment less effective. Structuring delivery in line with a narrowly defined learning style would therefore be less rather than more effective.

This ability of an individual to actively select from a personal style or skills portfolio, is part of what can be termed self-directed learning. In an educational setting, a self-directed learner no longer operates as a passive receiver of information, but takes responsibility for the achievement, and ultimately setting, of learning outcomes. In essence, the traditional lecturer-student divide becomes increasingly blurred, as the learner begins to pro-actively structure the program to match their own learning attributes. The lecturer's role therefore shifts from being one of an instructor, to that of a facilitator, and finally to that of a resource to be tapped, as required by the learner.

Ultimately it is feasible that during the course of a program, the lecturer will become increasingly redundant, as the learner becomes capable of not only identifying what resources and skills are needed to achieve objectives, but also how to acquire those resources and skills [50]. Under such an approach, higher education ceases to be simply something that is done to people, and becomes a platform from which individuals can go on to, in effect, educate themselves.

This would also seem to raise questions as to the exact nature of the role of the lecturer in higher education. Often the lecturer will have developed a highly professional and comprehensive education program into which students are then fitted. Under such conditions, the lecturer adopts the role of an instructor, rather than that of a "causer of learning". This approach will tend to create learned helplessness in people, where the individual relies on the input of another external person. A person, who normally has little awareness of that individual's learning needs and learning preferences, and who may therefore use inappropriate instructional methods.

The lecturer also inadvertently risks being perceived by the student as a significant barrier to their learning, as they are seen by the learner as being the expert. This may result in an increase in the mystique surrounding the lecturer, leading to them being held in unnecessarily high regard by the student, due to this relative discrepancy in levels of both knowledge and expertise held by the two parties.

The learner may then naturally become dependent upon the lecturer to provide resources, identify appropriate learning strategies, and evaluate progress made. It is up to the lecturer to resolve this apparent role conflict by displaying sufficient expertise to ensure credibility amongst the student group, whilst at the same time not overpowering already anxious people.

In addition, the lecturer needs to avoid developing in learners skills that will only emerge and be practiced within the contrived artificial setting of a particular module. Higher education should be concerned with not only enhancing learning in a specific situation, but should also constitute a catalyst for further self-initiated development of the individual, above and beyond the contents and aims of a particular course. This can be achieved by considering the development of not only specific skills applicable to defined situations, but also more fundamental skills such as how individuals learn, how to improve that process, and how to achieve self-directed learners.

The lecturer must avoid removing traditional barriers to self-direction, such as a rigid program structure, only to erect new barriers through the use of prescriptive self-direction strategies imposed on the student. The lecturer must be prepared to stand back and allow the individual the freedom to define and devise learning strategies, and to make mistakes. To a large extent, it is up to the learner to decide that a particular learning approach or learning strategy is inappropriate.

The role of the lecturer must be essentially non-interventionist, unless the student seeks guidance. In attempting to initiate the process that will enable people to be self-directing in their learning, educators will need to take into consideration: what motivates individuals to self-direct their learning, what are the processes through which individuals become self-aware, what are the key processes that already self-directing individuals use to attain goals, and what is the effect of the social and physical environment on learning.

Educators should also be aware that knowledge of the above factors is not in itself sufficient to achieve self-direction, as people may still not choose to direct their own learning due to: a lack of belief in their own ability, a failure by them to recognize that self-direction is needed or preferable, the setting of an inappropriate learning goal that fails to act as a motivator, and previous learning and education experiences.

This final point can be extremely important as the majority of students will have been through an extensive period of formal education. That educational system primarily tends to concentrate on didactic approaches that often view learning as being of secondary importance to memory, where information acquisition and subsequent information regurgitation predominate. However, what is of fundamental importance is that the learner becomes "learning self-aware", i.e. they have an appreciation and understanding of how they learn, their own learning capabilities, and the outcomes they wish to achieve. Awareness exhibits itself not only during a particular module, but also, and perhaps more importantly, in the longer term.

The students' school results in many ways depend on their motivation to study. In order to improve the children's learning motivation, the teacher should know what activity can influence on a particular learner; that is to find an individual approach to the students. It is obvious that in this case the teacher should know the learning style of each pupil in the class, and accordingly use some techniques and means for making the students be involved into the classroom actions.

Motivation is more of an affective than a cognitive factor and, even more so than learning style, is adaptable. It is one of the "big two" individual factors, accounting for only slightly less of the variance in learners' achievement scores than language aptitude. Language aptitude is one of the best predictors of the grades achieved by school foreign language learners. There are four aspects of language aptitude:

1. Phonemic coding ability, i.e. the ability to code foreign sounds in a way that they can be remembered later;

2. Grammatical sensitivity, i.e. the ability to recognize the grammatical functions of words in sentences;

3. Inductive learning ability, that is the ability to identify patterns of correspondence and relationships involving form and meaning;

4. Rote learning ability, i.e. the ability to form and remember associations between stimuli.

Language aptitude is very important in foreign language learning; it must be taken into account in the educational process in the whole and while assessment at the lesson. Learning styles might be useful for each aspect of language aptitude. I mean each aptitude matches a particular learning style: phonemic coding ability with the auditory learning style; grammatical sensitivity with the kinesthetic learning style because grammar demands practical thinking, but not abstract one; inductive learning ability and rote learning ability matches with the visual learning style in the connection of abstract thinking.

Returning to the question, not surprisingly teachers recognize the importance of motivation, both with regard to the motivation that students bring to the language classroom and the motivation that is generated inside the classroom through the choice of instructional activities. Besides, motivation is an individual difference factor, a reflection not just of its importance for understanding language learning but also of the potential for maximizing its success.

Although learners might demonstrate particular orientations, they can be weakly and strongly motivated to achieve their goals. There are many benefits of a learning styles exercise. Research has revealed that more than 80 percent of learning struggles come from weak underlying cognitive mental skills. That is why cognitive based testing, like a learning styles exercise, is the most proven and effective way to start someone on the path to improved learning. With a learning styles exercise, the focus is on the main processing areas in the brain. A scoring system is used by quality testing and learning centers to help better identify potentially weak or strong skills. Higher scores in a certain area typically will mean they are a root cause for a learning issue. The processes focused on in this exercise include attention, processing speed, auditory processing, visual processing, and logic, and reasoning.

A learning styles exercise can pinpoint exactly which cognitive skill is weak, and will give a qualified trainer the knowledge they need to create a plan of action to help a student strengthen that weak skill. Working on strengthening weak cognitive skills will dramatically increase effectiveness of the individual when it comes to learning. If a student is compensating for weak cognitive skills by relying on his or her strong cognitive skills, a learning styles exercise will reveal this underlying pattern and allow for corrective action.

After using a learning styles exercise to get a preliminary understanding of your child's cognitive strengths and weaknesses, it is probably a good idea to schedule a more comprehensive learning skills assessment. Our assessments at learning are inexpensive and contain no obligation to move forward with our cognitive skills training. The results suggest that designing instructional activities that allow learners of every learning style to engage in active learning sometime during the year can have positive effects on learning outcomes and satisfaction. Having different activities that focus on different learning styles did not significantly affect learning or efficiency in learning the material of any specific group. However, the results support previous findings that suggest that designing active learning assignments that promote the use of diverse learning styles may enhance learning, student satisfaction, and retention of information. Although there were no significant differences in grades by learning style preference or instructional activity, all students received high grades in the course.

Students with different learning styles clearly preferred activities that matched their learning styles but the match did not influence how they performed on the assignments. Students identified activities that matched their primary learning modality as the easiest. Modifying the traditional lecture to engage students with differing learning styles in different instructional activities enabled students to learn by their own strengths while providing opportunity for developing related strengths in other areas.

Our results do not imply that using different teaching styles is unimportant, but instead suggest that revising your teaching style is not necessary. Designing curriculum that incorporates active instructional activities during the semester can increase educational outcomes and satisfaction for all students.

This study provides preliminary information to set the stage for more extensive investigations of this nature. Future studies should evaluate the use of the four instructional activities in a variety of teaching styles and in a variety of disciplines to evaluate active learning and satisfaction. There are a number of limitations to this study that may account for the lack of a relationship between grades and groups. Furthermore, some of the assignments had aspects (e.g. writing as part of the tactile assignment) of other learning modalities making it difficult to analyze whether the students responded to the questions appropriately. This confounding of learning styles is perhaps the biggest problem in designing studies of this nature. Nonetheless, student ratings of satisfaction with the assignments and previous research recommend that instructors continue to incorporate assignments that meet diverse learning styles in order to create active learning in the classroom. This should result in higher student satisfaction and less passive learning from students in large lecture-style classrooms.

As it was said, the learning styles theory can help in correct assessment. Classroom assessment is not limited to objective tests, performance rubrics, or essays. Assessment is ongoing through personal communications, primarily in the form of questioning, observations, and discussions. These types of classroom interactions can provide valuable, immediate feedback about student achievement, communication skills, and social skills. Personal communications with students are unique in that they are spontaneous, flexible, and provide nonverbal cues. This lesson provides guidelines, strategies, and techniques for making the most of classroom interactions. Concerning to learning styles, they help in such situations when there are some arguable moments in assessment of a particular student. The style of learning must direct the teacher to make a decision with the marks.

In addition, there are some encouragement phrases, which must be said in the end of the learner's answer by the teacher in order to motivate him or her to the following activity and learning. Accounting the learning styles theory the teacher can motivate less intelligent students for the further learning with the help of these encouragement phrases. For example, the students with the visual learning style might be encouraged with the words like "well done" or "excellent" - any word of the highest estimate - after the results of listening. It might be done for increasing motivation for development of the student's weaker intelligence or learning style because we have to bring up a multicompetent personality.

It was previously said that the learning styles theory improves individual approach, and it was proved by the example of my tutoring. So implementing this theory helps teachers find an individual approach to each child, and thereby it provides the increased interest for learning and improvement of school results in language learning.

When teachers struggle to engage students with more traditional linguistic approaches, which require a strong capacity to use words, they can try the other elements. They can:

1. Use numbers, statistic data or logic to explain certain concepts in order to train logical-mathematical intelligence;

2. Present concepts by means of pictures for development of spatial intelligence;

3. Introduce music to help understanding the material and reinforcing musical intelligence;

4. Show students how to use self-reflection being contained by intrapersonal intelligence to understand and manage their own learning;

5. Involve students in physical activities and experiences that is very effective for the students with bodily-kinesthetic intelligence which often give some students a chance to "excel" in ways that they never excelled in traditional classrooms;

6. Use a social experience such as taking part in group projects to enhance interpersonal intelligence, as a way of leveraging other people's learning to add value to their own contribution.

Hard pressed teachers can be forgiven if they ask whether using learning styles and multiple intelligences in the classroom is another nice idea in theory, but too utopian to use in a practical sense.

According to the seventh point of the President's message to the people of Kazakhstan, it is important to qualitatively increase human capital in Kazakhstan. First of all, it is the educational system and the health-care one.

In order to achieve this goal it is necessary to implement modern methods and techniques into educational process. Among these methods is using learning styles at the lessons. Furthermore, our folk need to raise the quality of teaching staffs in schools and universities. For this reason N.A. Nazarbayev ordered to create independent system of confirmation the qualification because the state must not provide educational services and estimate their quality simultaneously [52].

Moreover, we must experience the international standards in the system of education in Kazakhstan. Based on this ground we must implement the learning styles alongside with progressive world powers.

Students succeed in the classroom for many reasons such as strong motivation, being able to access and process information easily and positive social interaction. The teacher can create such an environment taking into account the learning styles theory. I have named the advantages of the theory previously, which include increased motivation as a consequence of fascination the learners by the variety of different interesting tasks, development of individual approach that is widely spread in modern teaching methodology, and correct positive assessment that motivates the students to be involved into the educational process as well.

For these reasons there are some recommendations for a new teacher (especially for myself, I hope I will follow these points). They are:

1. Educators should administer to all science and technology students a "quick and easy-to-take" learning style assessment instrument, to help them identify, for themselves, their own dominant learning style;

2. The educator should then facilitate a discussion with the learners on how they might maximize their dominant learning style in day-to-day learning situations;

3. Teachers should also determine and consider their own dominant learning styles because research has indicated that many instructors teach in the style that they, themselves, learned best, without thinking about potential differences for their students;

4. Tutors should present their curriculum using all three learning style environments (visual, auditory, and kinesthetic) so that all students have the best opportunity to reinforce the material using their dominant learn style;

5. Employing PC-based computer training and laboratory exercises immediately following the classroom experience, is an excellent reinforcing vehicle to provide the kinesthetic learning opportunities;

6. Foreign language learning educators should implement an integrated learning model to improve in-depth understanding and retention of knowledge and enhance application to new situations.

7. The teacher should pay attention to each pupil in the classroom in equal measure because there are no good or bad students or learning styles.

These recommendations are very useful because it is important to be a successful teacher in order to make your students learn the language. Besides, in order to become a successful teacher, the educator must have some notes in the plan of the lesson that is the teacher must have a vision of follow-up activities. Conducting the lesson, the educator must note and then concentrate on what works well and not to tease the student with incomprehensible material. I mean understanding the needs of the students. Moreover, the teacher must remember that he or she is not aware of everything; that is why the teacher never stops learning and self-education.

Research into different learning styles has centered on more than VAK with its focus on sensory modalities.

Professor Howard Gardner has carried out extensive and generally well known research on how intelligence influences learning styles, outlined in his Theory of Multiple Intelligences.

Strictly speaking H. Gardner's competencies do not represent specific learning styles, although many teachers use them in this way. It may be better to think of these multiple intelligences as reference points that teachers can use to help students who are not naturally drawn to language and logic (two major ingredients in formal education) to find other ways to access language and logic by using their other natural intelligences [5].

Many educators now take account of the findings from some significant studies based on the ways individuals process information. One of the major thinkers in this field is David Kolb, whose experiential learning theory is based on a learning cycle made up of four dimensions which can apply to all learners [8]. I examined it in the theoretical part of this paper, but I have not implemented it in the educational process because I find it unacceptable for myself. That is why I examined in details and tried to implement the theory of learning styles including visual, auditory, kinesthetic and tactile ones.



Conclusion on part 2

As I got it on my own experience during the school practice, the work of a teacher is rather difficult and there are some negative and positive sides. While I was at school as teacher, I tried to implement the subject of the given research - the theory of learning styles into the educational process.

As it turned out, there are some advantages and disadvantages of the implementing the theory of learning styles based on the mentioned facts of the experience.

The advantages are following:

1. The theory develops and reinforces the individual approach in teaching English and German;

2. It helps teachers assess the students correctly;

3. Implementing the theory of learning styles suggests using different kinds of tasks that makes the lesson interesting;

4. Emphasizing one learning style the teacher can help in development of minor intelligences of the students.

However there are some disadvantages:

1. The data of questionnaire and observation do not coincide that creates some difficulties in identifying a particular learning style;

2. It takes much time, energy and power to prepare a lesson;

3. It is hard to control the discipline in class when some learners are involved but the others are indifferent;

4. Getting some information in a particular way, some students, who have the other learning style, can feel difficulties with understanding the material - everyone is hard to please.

Nevertheless, these aforesaid shortcomings are available to be abolished. There are some ways of abolition the defects. Each of them is in accordance with the disadvantages.

There are some possible ways of using the theory:

1. Not to divide children by their intelligences, so-called profiles but do it by their learning styles, paying attention to all the subjects in equal measure in order to make all students involved into the lesson and develop their minor intelligences; alongside with using all kinds of tasks for any language learning skill but the main one stays definite;

2. To use different kinds of tasks at one lesson, as I did it at the school practice;

3. To divide one class into three groups up to a particular learning style.

4. To use some tasks that are appropriate for all the learning styles such as educational game, watching a movie in foreign language or even listening to a foreign song.

The students' school results in many ways depend on their motivation to study. In order to improve the children's learning motivation, the teacher should know what activity can influence on a particular learner; that is to find an individual approach to the students. Motivation is more of an affective than a cognitive factor and, even more so than learning style, is adaptable.

Classroom assessment is not limited to objective tests, performance rubrics, or essays. Assessment is ongoing through personal communications, primarily in the form of questioning, observations, and discussions. These types of classroom interactions can provide valuable, immediate feedback about student achievement, communication skills, and social skills. Personal communications with students are unique in that they are spontaneous, flexible, and provide nonverbal cues. This lesson provides guidelines, strategies, and techniques for making the most of classroom interactions. Concerning to learning styles, they help in such situations when there are some arguable moments in assessment of a particular student. The style of learning must direct the teacher to make a decision with the marks.

The learning styles theory improves individual approach, and it was proved by the example of my tutoring. So implementing this theory helps teachers find an individual approach to each child, and thereby it provides the increased interest for learning and improvement of school results in language learning.

Students succeed in the classroom for many reasons such as strong motivation, being able to access and process information easily and positive social interaction. The teacher can create such an environment taking into account the learning styles theory. I have named the advantages of the theory previously, which include increased motivation as a consequence of fascination the learners by the variety of different interesting tasks, development of individual approach that is widely spread in modern teaching methodology, and correct positive assessment that motivates the students to be involved into the educational process as well.

There are some recommendations for young teachers, which are very useful because it is important to be a successful teacher in order to make your students learn the language. Besides, in order to become a successful teacher, the educator must have some notes in the plan of the lesson; that is the teacher must have a vision of follow-up activities. Conducting the lesson, the educator must note and then concentrate on what works well and not to tease the student with incomprehensible material. I mean understanding the needs of the students. Moreover, the teacher must remember that he or she is not aware of everything; that is why the teacher never stops learning and self-education.

Conclusion

According to the set aim and objectives in the course of the given research paper, different theories of learning styles were examined. The results of theoretical and practical analysis allow to make a range of conclusions.

The theory of learning styles is generalization of methodical experience till nowadays and can be the theoretical basis for development the practical agendas and curricula.

As a result of the researching there are some inferences. There are many different models of learning styles that have evolved from psychological research into learning perception and memory.

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