Learning styles

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Learning styles



Contents

Glossary of terms and contractions

Introduction

1. Theories of Learning and Teaching Styles as Instrument of Enhancing the Language Teaching Process

1.1 Learning Styles in the Western Language Teaching Methodology

1.2 The Theory of Learning Styles in Kazakhstan

1.3 Teaching Styles in Modern Language Teaching Methodology in Kazakhstan and Abroad

1.4 Matching Learning and Teaching Styles as a Key Issue of Modern Foreign Language Teaching

Conclusion on part 1

2. Introducing the theory of Learning Styles into Practice of Teaching English and German

2.1 The Pros and Cons of Implementing the Theory of Learning Styles into the Work of a School Teacher

2.2 Possible Ways of Using the Theory o Learning Styles in the Foreign Language Classroom

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

Conclusion on part 2

Conclusion

References

Appendices

Glossary of terms and contractions

There are some terms used in the paper.

1. Approach is the method of treatment to someone, a character of attitude to somebody.

2. Intelligence is the ability to acquire and apply knowledge and skills; the power of apprehension underlying conscious activity.

3. Learning style is the method of learning particular to an individual that is presumed to allow the individual to learn best.

4. Linguodidactic is a part of pedagogy giving an account of theory and common principles of education and learning, as well as investigating the patterns of getting knowledge and acquirement of abilities and practical skills.

5. Method is a particular procedure for accomplishing or approaching something, especially a systematic or established one.

6. Methodology is a scientific subject about the system of methods used in the area of teaching.

7. Motivation is the totality of stable causes determined by the character of personality, its value orientation and directing activity; psycho physiological signal provoking excitement of the parts of brain and exciting animals, human beings to satisfaction of their needs; a presence of cause-and-effect relations between actions, occurrences, and deeds.

8. Pedagogy is the method and practice of teaching children, especially as an academic subject or theoretical concept.

9. Teaching style is the particular way of teaching that provides a teacher's tactical behaviour in the classroom.

There are some contractions in the diploma paper.

CBT - Computer-Based Training

ESL - English as the Second Language

EFL - English as a Foreign Language

IQ - Intelligence Quality

L2 - the second language

VAK - visual, auditory, kinesthetic learning styles

i.e. - that is to say (used to add explanatory information or to state something in different words)

e.g. - an abbreviation that means for example. It is used before a noun, or to introduce another sentence.

etc. - etcetera

Introduction

The topicality of a given research consists in the fact that the theory of learning styles is one of the most developing and it does not have definite frames and scientists do not find a stable classification of the learning styles.

The widespread use of learning styles inventories has attracted controversy and debate. Much of this has been around the conceptualizations of learning styles. Although this issue is important, this diploma paper reviews approaches to the use of learning styles instruments from a curriculum viewpoint and from the perspective of actual users of learning styles profiles.

Though rarer today then in the past, some teachers discount the importance of learning styles. They continue to teach in their one major method without trying to vary instructional methods. This is a mistake that will lead to less learning in the classroom.

On the other hand, many students and to a lesser degree some teachers make the mistake of thinking that they cannot learn using methods that are not focused on their learning style. This is also a huge mistake that in the end will result in less learning. If teachers do not help their students find ways to be successful learning information presented in any style, they are not helping them succeed in the future. The fact is that students will be faced with many different styles of teaching during the educational career. Only by finding ways to adapt and learn using other styles, will students end up succeeding.

Students learn in many ways, like seeing, hearing, and experiencing things first hand. But for most students, one of these methods stands out. Research shows that students can perform better on tests if they change study habits to fit their own personal learning styles.

In the best of all possible worlds, you would incorporate all the learning styles into each of your lessons. However, this is just not possible in the real world of teaching. The sad truth is that many students have this as their strongest learning style.

Students, in fact all individuals, are most effective when they are taught in their personal learning style. While most individuals without disabilities can learn using any one of these styles, most people have one for which they show a stronger affinity.

As you consider your students' dominant learning styles, do not go overboard and assume that they cannot learn in other ways. While other styles might be more difficult for them, your students should learn to adapt to all types of instruction. You can help them prepare for less sympathetic teachers by showing them techniques they can use to enhance their learning through each type of style.

Different learning styles require varied methods to keep you motivated and successful in the classroom.

No one learning style is inherently better than another; each has advantages and drawbacks, depending on what you are trying to learn. By adapting what you want to know to your learning style, you can make learning easier and more enjoyable.

Knowing a person's learning style enables learning to be orientated according to the preferred method. That said, everyone responds to and needs the stimulus of all types of learning styles to one extent or another - it is a matter of using emphasis that fits best with the given situation and a person's learning style preferences.

Nevertheless most people clearly exhibit clear strong preferences for a given learning style. The ability to use or "switch between" different styles is not one that we should assume comes easily or naturally to many people.

The novelty of the research contains the fact that some theories of learning styles are not examined sufficiently as a compulsory component of the methods in school.

Based on the relative importance of the learning styles the aim of the diploma paper is determined as to show the efficiency of implementing the theory of learning styles into the educational process.

According to the designated aim there are some objectives in order to reach the goal - they are:

1. to examine different theories of learning styles;

2. to analyze the process and consequences of implementing the theory of learning styles into the work of a school teacher;

3. to find the possible ways of using the theory of learning styles.

The subject of the exploration is linguo-didactic peculiarities of implementing the theory of learning styles into foreign language teaching process on different stages of education.

The object of the paper is foreign language lessons, on which were used different learning styles and diverse activities in accordance with mentioned learning styles.

The theoretical-methodological basis consists of the theory of multiple intelligence by H. Gardner, theories of learning styles by D. Kolb, M. Kelly and Kazakh scholar T.N. Kashapova. The classifications of teaching styles are represented by the MAHEC Office in Europe and the Kazakh scholar N.A. Aminov.

As in any research here is used a combination of methods of the research. The first one is analytical method, which presupposes examination of scientific and periodical literature about learning styles. The other methods are questionnaire, observation in the foreign language classroom, sociometry, and experiment during the school practice.

The theoretical value consists in the idea that this diploma paper can extend and systematize knowledge and scientific notion about learning and teaching styles; it can be a major contribute into methodology, pedagogy and psychology.

Practically, the paper is important because it can be used in lection courses and seminars in methods.

The formulated objectives and theoretical propositions determine the structure of this diploma paper. The given paper consists of an introduction, two parts - a theoretical part and an experimental one, a conclusion, and a list of references, and appendices.

The topicality of the research, its novelty and methods are determined, the aim with the objectives is formulated and the value of the paper is defined in the introduction.

In the first part we took up questions which are the theoretical base of the research; they are theories of learning and teaching styles as a whole and in our country. matching style foreign kazakhstan

The second part throws light upon the process, consequences and efficiency of using the theory of learning styles.

The inferences on the whole research are given in the conclusion.

1. Theories of Learning and Teaching Styles as Instrument of Enhancing the Language Teaching Process

1.1 Learning Styles in the Western Language Teaching Methodology

The Notion and the Basis of a Learning Style

For some years now the idea that we all have different emphases in the way we perceive and learn has become part of every teacher's life. Learning styles are not considered to be exclusive. Learning styles group common ways that people learn. Everyone has a mix of learning styles [1]. The teacher is like a gardener responsible for many different types of plant, some requiring a lot of sunshine and others shade, some requiring pruning and others to be left alone. You can treat all your plants in the same way and watch some die while others flourish, or you can try to offer a range of different approaches and give succor to each and all of them.

Students learn in many ways, like seeing, hearing, and experiencing things first hand. But for most students, one of these methods stands out.

It is commonly believed that most people favor some particular method of interacting with, taking in, and processing stimuli or information [2]. Based on this concept the idea of individualized "learning styles" originated in 1970s, and has gained popularity in recent years [1].

A learning style is the method of learning particular to an individual that is presumed to allow the individual to learn best [1].

A learning style is the way in which an individual learner tries to learn. It includes how they approach learning, experience learning and utilize information [2].

It has been proposed that teachers should assess the learning styles of their pupils and adapt their classroom methods to best fit each student's learning style. Over eighty learning style models have been proposed, each consisting of at least two different styles.

There a number of different theories of learning styles and many authors argue about this case. Ones propose a model based on the biological and cognitive aptitudes, others believe that the successful learning depends on the human intelligence. The variation of teaching methods that one uses in a classroom can have a profound impact on student comprehension [3]. Several different theories exist on the subject.

There is the basic auditory, visual, kinesthetic learning idea which implies that some people learn better while hearing, some while seeing and others through movement [4]. Due to the size of this manual, however, here is a simple chart based on several studies regarding successful student comprehension along with lists of activities in each area.

The theory of multiple intelligences suggests that there are a number of distinct forms of intelligence that each individual possesses in varying degrees. Howard Gardner proposes seven primary forms: linguistic, musical, logical-mathematical, spatial, body-kinesthetic, intrapersonal (e.g., insight, metacognition) and interpersonal (e.g., social skills) [5].

According to H. Gardner the implication of the theory is that learning/teaching should focus on the particular intelligences of each person. For example, if an individual has strong spatial or musical intelligences, they should be encouraged to develop these abilities. H. Gardner points out that the different intelligences represent not only different content domains but also learning modalities. A further implication of the theory is that assessment of abilities should measure all forms of intelligence, not just linguistic and logical-mathematical.

H. Gardner also emphasizes the cultural context of multiple intelligences. Each culture tends to emphasize particular intelligences. For example, H. Gardner discusses the high spatial abilities of the Puluwat people of the Caroline Islands, who use these skills to navigate their canoes in the ocean. H. Gardner also discusses the balance of personal intelligences required in Japanese society [5].

The theory of multiple intelligences has been focused mostly on child development although it applies to all ages. While there is no direct empirical support for the theory, H. Gardner presents evidence from many domains including biology, anthropology, and the creative arts and H .Gardner discusses application of the theory to school programs. H. Gardner explores the implications of the framework for creativity.

Howard Gardner describes how learning to program a computer might involve multiple intelligences:

"Logical-mathematical intelligence seems central, because programming depends upon the deployment of strict procedures to solve a problem or attain a goal in a finite number of steps" [5]. Such an intelligence allows a person to detect patterns, analyze facts and objects.

"Linguistic intelligence is also relevant, at least as long as manual and computer languages make use of ordinary language...an individual with a strong musical bent might best be introduced to programming by attempting to program a simple musical piece (or to master a program that composes)" [5]. Linguistic intelligence include language learning skills and predisposition.

"An individual with strong spatial abilities might be initiated through some form of computer graphics and might be aided in the task of programming through the use of a flowchart or some other spatial diagram" [5]. Besides, spatial intelligence can help recognize patterns and spaces.

"Personal intelligences can play important roles. The extensive planning of steps and goals carried out by the individual engaged in programming relies on intrapersonal forms of thinking, even as the cooperation needed for carrying a complex task or for learning new computational skills may rely on an individual's ability to work with a team" [5]. This type of intelligence is inward; it presupposes self-understanding, but not selfishness.

"Kinesthetic intelligence may play a role in working with the computer itself, by facilitating skill at the terminal..." [5].

1.1.2 The Theory of Learning Styles by David Kolb

The other theory intending learning styles specifically deal with characteristic styles of learning is proposed by David Kolb.

Having developed the model over many years prior, David Kolb published his learning styles model in 1984. The model gave rise to related terms such as Kolb's experiential learning theory, and D. Kolb's learning styles inventory. In his publications - notably his 1984 book "Experiential Learning: Experience as the Source of Learning and Development" D. Kolb acknowledges the early work on experiential learning by others in the 1900's, including Rogers, Jung, and Piaget. In turn, Kolb's learning styles model and experiential learning theory are today acknowledged by academics, teachers, managers and trainers as truly seminal works; fundamental concepts towards our understanding and explaining human learning behaviour, and towards helping others to learn [6].

D. Kolb's learning theory sets out four distinct learning styles (or preferences), which are based on a four-stage learning cycle (which might also be interpreted as a "training cycle") [7]. In this respect D. Kolb's model is particularly elegant, since it offers both a way to understand individual people's different learning styles, and also an explanation of a cycle of experiential learning that applies to us all.

Kolb includes this "cycle of learning" as a central principle his experiential learning theory, typically expressed as four-stage cycle of learning, in which "immediate or concrete experiences" provide a basis for "observations and reflections". These "observations and reflections" are assimilated and distilled into "abstract concepts" producing new implications for action which can be "actively tested" in turn creating new experiences.

D. Kolb says that ideally (and by inference not always) this process represents a learning cycle or spiral where the learner "touches all the bases", i.e., a cycle of experiencing, reflecting, thinking, and acting. Immediate or concrete experiences lead to observations and reflections. These reflections are then assimilated (absorbed and translated) into abstract concepts with implications for action, which the person can actively test and experiment with, which in turn enable the creation of new experiences.

D. Kolb's model therefore works on two levels - a four-stage cycle:

1. Concrete Experience - (CE)

2. Reflective Observation - (RO)

3. Abstract Conceptualization - (AC)

4. Active Experimentation - (AE)

and a four-type definition of learning styles, (each representing the combination of two preferred styles, rather like a two-by-two matrix of the four-stage cycle styles, as illustrated below), for which D. Kolb used the terms:

1. Diverging (CE/RO)

2. Assimilating (AC/RO)

3. Converging (AC/AE)

4. Accommodating (CE/AE) (Appendix A) [8].

D. Kolb explains that different people naturally prefer a certain single different learning style. Various factors influence a person's preferred style: notably in his experiential learning theory model D. Kolb defined three stages of a person's development, and suggests that our propensity to reconcile and successfully integrate the four different learning styles improves as we mature through our development stages. The development stages that D. Kolb identified are:

1. Acquisition - birth to adolescence - development of basic abilities and "cognitive structures"

2. Specialization - schooling, early work and personal experiences of adulthood - the development of a particular "specialized learning style" shaped by "social, educational, and organizational socialization"

3. Integration - mid-career through to later life - expression of non-dominant learning style in work and personal life [7].

Whatever influences the choice of style, the learning style preference itself is actually the product of two pairs of variables, or two separate "choices" that we make, which D. Kolb presented as lines of axis, each with "conflicting" modes at either end:

Concrete Experience - CE (feeling) - V - Abstract Conceptualization - AC (thinking)

Active Experimentation - AE (doing) - V - Reflective Observation - RO (watching)

A typical presentation of D. Kolb's two continuums is that the east-west axis is called the Processing Continuum (how we approach a task), and the north-south axis is called the Perception Continuum (our emotional response, or how we think or feel about it) [6].

These learning styles are the combination of two lines of axis (continuums) each formed between what D. Kolb calls "dialectically related modes" of "grasping experience" (doing or watching), and "transforming experience" (feeling or thinking):

The word "dialectically" is not widely understood, and yet carries an essential meaning, namely "conflicting". D. Kolb meant by this that we cannot do both at the same time, and to an extent our urge to want to do both creates conflict, which we resolve through choice when confronted with a new learning situation. We internally decide whether we wish to do or watch, and at the same time we decide whether to think or feel.

The result of these two decisions produces (and helps to form throughout our lives) the preferred learning style, hence the two-by-two matrix below. We choose a way of "grasping the experience", which defines our approach to it, and we choose a way to "transform the experience" into something meaningful and usable, which defines our emotional response to the experience. Our learning style is a product of these two choice decisions:

1. how to approach a task - i.e., "grasping experience" - preferring to (a) watch or (b) do, and

2. our emotional response to the experience - i.e., "transforming experience" - preferring to (a) think or (b) feel [7].

In other words we choose our approach to the task or experience (`grasping the experience') by opting for 1(a) or 1(b):

1. 1(a) - though watching others involved in the experience and reflecting on what happens ("reflective observation" - "watching") or 1(b) - through "jumping straight in" and just doing it ("active experimentation" - "doing")

And at the same time we choose how to emotionally transform the experience into something meaningful and useful by opting for 2(a) or 2(b):

2. 2(a) - through gaining new information by thinking, analyzing, or planning ("abstract conceptualization" - "thinking") or 2(b) - through experiencing the "concrete, tangible, felt qualities of the world" ("concrete experience" - "feeling").

Thus, for example, a person with a dominant learning style of `doing' rather than "watching" the task, and "feeling" rather than "thinking" about the experience, will have a learning style which combines and represents those processes, namely an "Accommodating" learning style, in D. Kolb's terminology [8].

Knowing a person's (and your own) learning style enables learning to be orientated according to the preferred method [9]. That said, everyone responds to and needs the stimulus of all types of learning styles to one extent or another - it is a matter of using emphasis that fits best with the given situation and a person's learning style preferences.

Here are brief descriptions of the four D. Kolb learning styles:

1. Diverging (feeling and watching - CE/RO) - These people are able to look at things from different perspectives. They are sensitive. They prefer to watch rather than do, tending to gather information and use imagination to solve problems. They are best at viewing concrete situations several different viewpoints. Kolb called this style `Diverging' because these people perform better in situations that require ideas-generation, for example, brainstorming. People with a Diverging learning style have broad cultural interests and like to gather information. They are interested in people, tend to be imaginative and emotional, and tend to be strong in the arts. People with the Diverging style prefer to work in groups, to listen with an open mind and to receive personal feedback.

2. Assimilating (watching and thinking - AC/RO) - The Assimilating learning preference is for a concise, logical approach. Ideas and concepts are more important than people. These people require good clear explanation rather than practical opportunity. They excel at understanding wide-ranging information and organising it a clear logical format. People with an Assimilating learning style are less focused on people and more interested in ideas and abstract concepts. People with this style are more attracted to logically sound theories than approaches based on practical value. These learning style people is important for effectiveness in information and science careers. In formal learning situations, people with this style prefer readings, lectures, exploring analytical models, and having time to think things through.

3. Converging (doing and thinking - AC/AE) - People with a Converging learning style can solve problems and will use their learning to find solutions to practical issues. They prefer technical tasks, and are less concerned with people and interpersonal aspects. People with a Converging learning style are best at finding practical uses for ideas and theories. They can solve problems and make decisions by finding solutions to questions and problems. People with a Converging learning style are more attracted to technical tasks and problems than social or interpersonal issues. A Converging learning style enables specialist and technology abilities. People with a Converging style like to experiment with new ideas, to simulate, and to work with practical applications.

4. Accommodating (doing and feeling - CE/AE) - The Accommodating learning style is `hands-on', and relies on intuition rather than logic. These people use other people's analysis, and prefer to take a practical, experiential approach. They are attracted to new challenges and experiences, and to carrying out plans. They commonly act on `gut' instinct rather than logical analysis. People with an Accommodating learning style will tend to rely on others for information than carry out their own analysis. This learning style is prevalent and useful in roles requiring action and initiative. People with an Accommodating learning style prefer to work in teams to complete tasks. They set targets and actively work in the field trying different ways to achieve an objective [7].

As with any behavioural model, this is a guide not a strict set of rules.

Nevertheless most people clearly exhibit clear strong preferences for a given learning style. The ability to use or "switch between" different styles is not one that we should assume comes easily or naturally to many people.

Simply, people who have a clear learning style preference, for whatever reason, will tend to learn more effectively if learning is orientated according to their preference.

For instance - people who prefer the "Assimilating" learning style will not be comfortable being thrown in at the deep end without notes and instructions.

People who like prefer to use an "Accommodating" learning style are likely to become frustrated if they are forced to read lots of instructions and rules, and are unable to get hands on experience as soon as possible.

1.1.3 The Theory of Learning Styles by Melissa Kelly

There is one more theory of learning styles that belongs to Melissa Kelly. According to it each person has a learning style that is best for his intake and comprehension of new information [10]. Visual learners generally think in terms of pictures and learn best from visuals and handouts. Auditory learners learn best by listening. They usually like lecture and classroom discussions, and they might need to read written material aloud in order to fully understand it. Tactile/kinesthetic learners learn through touching, feeling, and experiencing the world around them. They do well with hands-on experiments, but they may have a hard time sitting through lectures and notes [10].

A visual learner is someone who needs to see a word written down to remember it. An auditory learner would remember a word better by hearing it or saying it out loud. A tactile/kinesthetic learner would probably choose to write down the word in order to learn it best [10].

Many people have a single learning style that works best for them. However, unless you are physically disabled, you can actually learn through all three learning styles.

Let us examine all three learning styles separately.

Visual learners are those who generally think in terms of pictures. They often prefer to see things written down in a handout, text or on the overhead. They find maps, graphs, charts, and other visual learning tools to be extremely effective. They remember things best by seeing something written [9]. A visual learner is good at spelling but forgets names. Such a student needs quiet study time and has to think awhile before understanding lecture. Visuals understand and like charts colors and fashion. Besides, he or she is good with sign language.

Learning suggestions for visual learners are the following:

1. Draw a map of events in history or draw scientific process.

2. Make outlines of everything!

3. Copy what's on the board.

4. Ask the teacher to diagram.

5. Diagram sentences!

6. Take notes, make lists.

7. Watch videos.

8. Color code words, research notes.

9. Outline reading.

10. Use flashcards.

11. Use highlighters, circle words, underline.

The best test type for visual learners are diagramming, reading maps, essays (if you've studied using an outline), showing a process. The worst test type is to listen and respond tests [10].

The next learning style is auditory. Auditory learners are those who generally learn best by listening. They typically like to learn through lectures, discussions, and reading aloud. They remember best through hearing or saying items aloud.

An auditory learner likes to read to self out loud and oral reports. Differently from a visual learner, auditory is not afraid to speak in class. He or she is good at explaining, remembers names, notices sound effects in movies and enjoys music.

Besides, auditory learner is good at grammar and foreign language but reads slowly and follows spoken directions well [11]. Auditory can't keep quiet for long periods and enjoys acting, being on stage. In addition such a learner is good in study groups.

Auditory learners can benefit from:

1. Using word association to remember facts and lines.

2. Recording lectures.

3. Watching videos.

4. Repeating facts with eyes closed.

5. Participating in group discussions.

6. Using audiotapes for language practice.

7. Taping notes after writing them.

The worst test type is reading passages and writing answers about them in a timed test. Auditory Learners are good at writing responses to lectures they have heard. They are also good at oral exams [10].

Kinesthetic, also called tactile, learners are those who learn best through touching, feeling, and experiencing that which they are trying to learn. They remember best by writing or physically manipulating the information [12]. Kinesthetic learner is someone who is good at sports and can't sit still for long.

Such a learner is not great at spelling and does not have great handwriting [13].

However he or she likes science lab and studies with loud music on.

Besides he or she likes adventure books, movies, and takes part in role playing. A tactile learner is involved in martial arts, dance and is fidgety during lectures.

Kinesthetic learners can benefit from:

1. Studying in short blocks.

2. Taking lab classes.

3. Role playing.

4. Taking field trips, visiting museums.

5. Studying with others.

6. Using memory games.

7. Using flash cards to memorize.

The worst test type is long tests, essays. Best test types are short definitions, fill-ins, multiple choice [10].

1.2 The Theory of Learning Styles in Kazakhstan

The idea of learning styles is investigated not only abroad but also in our country, there are not so many scholars interested in this issue though.

The Kazakh scholar, the teacher of Pavlodar state pedagogical university, T.N. Kashapova writes in her article that learning never happens by itself. When you learn, you are always learning in some place, event, and time. Potentially every situation you are in can be a context for learning. Typical situation that people can learn in include places of work, school, family relationships, workshops and training programmers and others. Your learning situations never stay quite the same. Different people like to learn different ways [14]. Besides she gives her explanation of the notion of a learning style.

A learning style is the way a person learns best, understands best and remembers best.

The investigator proposes four learning styles:

1. visual (seeing);

2. auditory (hearing);

3. kinesthetic (moving, doing);

4. tactile (touching or holding) [14].

Let us examine these learning styles separately.

The first one is visual. According to T.N. Kashapova's characteristics of learning styles, visual learners like to learn new information by seeing it. Showing pictures or charts and writing important information on the blackboard will help visual learners practice and remember new ideas and information. These learners:

1. Desire to see words written down.

2. Enjoy a picture of something being described.

3. Prefer a time line to remember historical events.

4. Prefer written instructions for assignments.

5. Observe all the physical elements in the classroom.

6. Carefully organize their learning materials.

7. Enjoy decorating learning areas.

8. Desire photography and illustrations with printed content.

9. Remember and understand through the use of diagrams, charts, and maps.

10. Appreciate presentations using overhead cells or handouts.

11. Study materials by reading over notes and organizing in outline form.

So the visual learners learn best through seeing, using their eyes as the primary way to learn [14].

The next learning style proposed by T.N. Kashapova is auditory. She writes that auditory learners like to learn new information by hearing it. Short lectures, hearing the information in songs or asking students to repeat information aloud will help auditory learners remember new things [15]. These learners:

1. Remember what they hear.

2. Remember by talking aloud and through repetition.

3. Desire to talk through a concept not understood.

4. Verbally express excitement about learning.

5. Can remember verbal instructions without recording them.

6. Enjoy discussions and talking to others.

7. Are easily detracted by but also find silence distracting.

8. Enjoy interesting lessons.

9. Enjoy music activities.

Such learners learn best through hearing, using their ears and their voices as the primary way to learn [14].

Kinesthetic learners prefer to learn new things by moving or doing. You can help your kinesthetic students by asking them to act (show me what "happy" means, act out and tell what you do every morning before school) or make a short drama (talking with a friend in the bazaar) [16]. You can also ask them to write answers on the blackboard or work in a group with other students.

Differing from the kinesthetic learners, tactile ones like to learn new information by touching or holding things [17]. You can teach students who are tactile learners by giving them objects (a blue paper, a red paper, a shoe and a sock), writing vocabulary words on a card for them to study, or giving them instructions written on a card.

However these two different learning styles are a bit similar to each other. The learners with such a learning style:

1. Become physically involved in the subject being studied.

2. Enjoy acting out a situation involved in the subject being studied.

3. Enjoy making a product or completing a product.

4. Prefer building and physically handling learning materials.

5. Remember and understand through doing something.

6. Take study notes to keep busy but often do not need them.

7. Enjoy using computers.

8. Physically express enthusiasm by getting active and excited.

9. Enjoy hands-on-art activities [18].

These students learn through touch, using their hands as the primary way to learn [14].

As consistent with T.N. Kashapova's theory kinesthetic learners are always moving - tapping their foot or their hand, or moving back and forth; auditory learners like to repeat things to themselves; visual students like to see how things are spelled or read from a book instead of only listening; tactile learners often like to write notes or hold different objects. In such a way we can recognize the best learning style through watching and observation a particular student [19].

Furthermore the scientist considers that learning styles change according to age; very small children are very kinesthetic. This is why they are moving and doing something [20]. At age of five or six they become more tactile. At this age they like to touch everything. Then, at age of eight or nine children become more visual or auditory. Women are often auditory; men are often visual (but not always).

We can't change our students' learning styles, but we can change our teaching styles [14].

1.3 Teaching Styles in Modern Language Teaching Methodology in Kazakhstan and Abroad

Teaching Styles in Western Teaching Methodology

Just as people have individual learning styles; teachers have teaching styles that works best for them. It is important to be aware of your preferences when creating and delivering online instruction.

Articles and books about teaching styles abound in the world scientific researches and literature. It is important that you take some time to reflect on what kind of teacher you want to be [21]. Bearing in mind your own personality and the learning processes of your students allows to find a teaching style that is right for you and a learning style that is right for them [22]. There are a number of different theories of teaching styles; ones base on the centre and the direction of educational process, others take into account the object of teaching.

The teacher-centered classroom: In teacher-centered instruction, the teacher is the main source of information and knowledge [23]. These days, a fully teacher-centered class is construed as a less effective type of instruction, but some forms of teacher-centered instruction are good and often necessary in the classroom. Here is an idea of what a completely teacher-centered classroom might resemble:

1. The teaching mode is mostly lecture.

2. There are few questions from students.

3. If questions are asked, they are generated by the instructor.

4. The main source of notes is from the blackboard and overhead transparencies.

5. The course policies and rules are all dictated and governed by the instructor.

6. The course material is controlled by the instructor.

7. The instructor rarely knows if the students understand the material until the exam has been evaluated and the grades reviewed.

The student-centered classroom: In the student-centered classroom, the teacher is more of a facilitator than an expert, acting as a guide rather than an enforcer. As an objective, this style of teaching is supposed to help the students become more engaged and responsible in their own learning. Many find that a completely student-centered classroom lacks organization and structure. The fully student-centered classroom might resemble the following:

1. The teaching mode is mostly discussion and group-work.

2. The instructor remains relatively quiet so that the students can learn.

3. Most of the questions are generated by students.

4. The students take notes during the discussions.

5. The course policies and rules are dictated by the students and the students tell the instructor how to enforce them.

6. The course material is flexible and depends on what the students want to learn.

7. The instructor is very conscientious of what students understand [14].

The information here shows the extremes of the spectrum. You will probably find that a mixture of the two might work best to help your classroom to succeed. The most important thing is to determine what will best fit the personality of the teacher [24]. One way to determine the personality style is to envision a famous person that best represents the traits you would like to have in the classroom.

The particular teaching style guides the class [25]. For example, if you allow the students to decide what the best format is for a discussion, they will probably feel more comfortable during the activity. On the other hand, if you have note-taking guides during your lecture, the students will probably feel like they have accomplished something by the end of the lecture. Again, it is important that you consider your own personality, your students' learning processes and the fact that most students like variation.

One way in which teaching styles can be categorized is as:

1. Formal authority - Teachers who have a formal authority teaching style tend to focus on content. This style is generally teacher-centered, where the teacher feels responsible for providing and controlling the flow of the content and the student is expected to receive the content. One type of statement made by an instructor with this teaching style is "I am the flashlight for my students; I illuminate the content and materials so that my students can see the importance of the material and appreciate the discipline". Teachers with this teaching style are not as concerned with building relationships with their students nor is it as important that their students form relationships with other students. This type of teacher does not usually require much student participation in class. "Sage on the stage" model.

2. Demonstrator or personal model - Teachers, who have a demonstrator or personal model teaching style tend to run teacher-centered classes with an emphasis on demonstration and modeling. This type of teacher acts as a role model by demonstrating skills and processes and then as a coach/guide in helping students develop and apply these skills and knowledge. A teacher with this type of teaching style might comment: "I show my students how to properly do a task or work through a problem and then I'll help them master the task or problem solution. It is important that my students can independently solve similar problems by using and adapting demonstrated methods." Instructors with this teaching style are interested in encouraging student participation and adapting their presentation to include various learning styles. Students are expected to take some responsibility for learning what they need to know and for asking for help when they do not understand something.

3. Facilitator - Teachers, who have a facilitator model teaching style tend to focus on activities. This teaching style emphasizes student-centered learning and there is much more responsibility placed on the students to take the initiative for meeting the demands of various learning tasks. This type of teaching style works best for students who are comfortable with independent learning and who can actively participate and collaborate with other students. Teachers typically design group activities which necessitate active learning, student-to-student collaboration and problem solving. This type of teacher will often try to design learning situations and activities that require student processing and application of course content in creative and original ways.

4. Delegator - Teachers, who have a delegator teaching style tend to place much control and responsibility for learning on individuals or groups of students. This type of teacher will often give students a choice designing and implementing their own complex learning projects and will act in a consultative role. Students are often asked to work independently or in groups and must be able to maintain motivation and focus for complex projects. Students working in this type of setting learn more than just course specific topics as they also must be able to effectively work in group situations and manage various interpersonal roles [26].

The next interesting and important theory of teaching styles is proposed by The MAHEC Office of Regional Primary Care Education. The scholars from this association put forward an idea of considering differences between adult learning, that is called andragogy, and child learning called pedagogy. The term "pedagogy" has historically been used to apply to all teaching. Andragogy was introduced to highlight the differences between learning and teaching in adults and children [27]. These two styles are quite different even contrasted; you can see it in the table presented in the Appendix B.

The pedagogical style is teacher-centered: the teacher decides what is taught and how it is taught. As a result, the learner is dependent on the teacher for everything, direction and content. The focus of learning is to build a foundation of knowledge that may be useful later [27].

Andragogy or the adult learning style is learner-centered, where the learner takes a more active role in directing what they need [28]. The focus of this learning is more on application of knowledge and the development of competency in skills for immediate use. The teacher's role is more as a facilitator of learning and a resource to the learner. Adult learners take responsibility for their education [27].

There are situations where each style is effective. At times, the teacher should take control of the learning situation to ensure that the learner has a solid base of knowledge for future use [29]. At other times, learners must be encouraged to assess their own needs and direct their learning.

One of the main characteristics of adult learning style is motivation [30]. Most learners come from systems where the motivation and rewards for learning are external, such as grades, honors, etc. For adult learners, the motivation becomes internal, where the value usefulness of the knowledge or skill is more important.

Moreover, this association find asking questions as the usual way to measure a learner's knowledge [31].

The teacher-centered assertive approach is characterized by direct questions and answers, which relay information. Closely related the suggestive style, where the teacher offers opinion, practical experience and alternatives often by relating personal experience. The collaborative method moves toward being learner-centered with acceptance and exploration of the learner's ideas and empathetic sharing of experience. The mode most learners focused is the facilitative, where the exchange extends beyond the content to the feelings of student and teacher [32].

1.3.2 Teaching Styles in Teaching Methodology in Kazakhstan

According to the Kazakh scholar N.A. Aminov, the results of empirical investigations of influence of individual and social regulations on the character of didactic communication confirm the existence of differences between strategies and tactics of teachers oriented mainly to "development" or "effectiveness" of students [33].

The teachers oriented to "development" often pay attention to changeable factors of achievements including learners' studiousness and assiduity. The teachers oriented to "effectiveness" take into account stable factors of advance including students' abilities [33]. According to it the teachers oriented to "effectiveness" think that it is possible to make prolong prediction of school achievements [33].

The teachers oriented to "effectiveness" usually give high praise to the students with mean values, even if his or her results come down. However in this case the teachers oriented to "development" condemn the learner. Alongside with this the last ones react to the increases of students' advancement with praise. Furthermore, they positively reinforce the learners in the process of solving the problem. Contrary to this, the teachers oriented to "effectiveness" praise or condemn a student only when the result (it does not matter right or wrong) has been already got [34].

F. Reinberg revealed the differences between both types of teachers up to degree of individualization of offered tasks at the lesson. The teachers oriented to "development" more flexibly vary the measure of difficultness of asked questions and the time they are given. Particularly, if the student come out to the blackboard finds difficulty in replying, the formulation of the question is simplified or someone helps answering [35].

In the whole the teaching strategy and tactics of the teacher oriented to "development" must positively influence current motivation of the student to achievements at the lesson, success his or her learning, and probably formulating the motive of the goal.

Furthermore, there are two types of teachers: type X and type Y [24].

The type X tries to develop the child's personality, relying on emotional and social factors. Such a type sticks to the program, does not enclose on the content of the subject. The manner of the teaching is free and easy, the tone is friendly and sincere, and the individual approach takes place [24].

The type Y is interested in mental development of students. Such a teacher sticks to the content of the subject, works on consecutive, developed program, and makes great demands of, checks mastered material [24]. The approach to the learners is professional.

The similarity of the types X and Y predetermine the common direction of their professional activity, whereas the differences in the goals - didactic technology of teaching and the form and the content of didactic communication.

1.4 Matching Learning and Teaching Styles as a Key Issue of Modern Foreign Language Teaching

As we proved the existence of learning and teaching styles, they should match or coincide with each other for better joint teamwork of the teacher and learners.

The idea of linking students' learning styles with teaching styles is a widely proposed strategy for teaching. This is the so-called "matching" hypothesis. It suggests that we focus not only on the content of what is to be learnt but on individual learning style characteristics, which should dictate the process of learning. The use of the Learning style inventories and similar instruments are commonly used to match students' learning styles with learning methods.

An influential school of thought in the literature and practice proposes the notion that an increase in teaching efficiency is associated with matching instructors' teaching styles with learning styles. The idea of matching is seen by these proponents as a universal panacea for learning problems [18].

Preferred teaching style might be based on how we were taught. It is subconscious as a daughter becomes similar in her behaviour to her mother and a son gets his father's character. Our behaviour is dictated to us by our educators. Based on this statement we can say that a particular teaching style depends on the learning style in some way. We give that knowledge which was understood by us best.

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