Learning styles

However it does not influence teacher- or student-centered teaching style. In this case a teaching style depends on the audience, its age peculiarities, and the aim of the lesson or learners' motivation [36].

For instance, for adult learners who have the aim to get some knowledge or to speak a particular language perfectly, it is rational to teach them in student-centered manner because such students have own strong motivation to learn language and do not need to be made do some exercises or read some particular rules, in comparison with the children who are always must be controlled and made reading, writing, listening to a record or to each other because they do not have own motivation to study (I mean the majority of Kazakh pupils).

Thereupon such matching can be expressed in a table. The table is composed in consideration of the main characteristics of both teaching and learning styles.

Table 1 - Matching teaching styles and learning styles by D. Kolb

	Diverging	Assimilating	Converging	Accommodating
Formal authority	+	+	-	-
Demonstrator	+	+	-	-
Facilitator	-	-	+	+
Delegator	-	-	+	+

Here we can see that students with "watching" component coincide with the teacher-centered styles, and another type of learners - "doing" - can get on only with student-centered teachers.

There is lack of congruency between the preferred learning styles of individuals and the approach adopted by the educator, the student may mentally opt-out of the program, although still physically attending. This possibility must be countered with the recognition that to continually direct learning activities to a single learning style may promote the adoption of a narrow learning focus within a particular individual [37].

In the initial stages of a learning program, matching instructional formats to learners' learning style would be appropriate, while individuals seek to overcome initial unfamiliarity with the new material being presented.

There is no doubt that a teacher can not change his or her style regarding to some learners who demand different attitude and grade of control. For this reason we can not take into account the learning styles by David Kolb in consideration of the theory of teaching styles [6].

Besides, there is the other theory of learning styles by M. Kelly that proposes the classification of three different learning styles. These styles are visual, auditory and kinesthetic. Examining these learning styles on a pattern of the previous table we can see the following matching and later make definite inferences.

Table 2 - Matching teaching styles and learning styles according to M. Kelly

	Visual	Auditory	Kinesthetic
Formal authority	+	+	+
Demonstrator	+	+	+
Facilitator	+	+	+
Delegator	+	+	+

In this case we see that all the learning styles are acceptable to any teaching style.

Furthermore, the other theory of teaching styles that proposes pedagogy and andragogy does not allow dividing the students according to Mr. Kolb's theory because these types are reckoned for student- or teacher-centered styles [38].

While support for matching has been reported it is also acknowledged that a variety of, often critical, views exist on this issue. A central criticism is that matching tends to treat learning style as a fixed characteristic of the person. There is not enough evidence to support that view and if people do change over time then the matching may no longer work. However well a group is selected there may always be a minority of students, who do match the teaching approach.

Alternative theories suggest that learning styles can develop and change, producing what D. Kolb refers to as a "balanced learner" [8], in which case the "matching" solution to problems of effective teaching compounds the situation. D. Kolb notes that matching is an appropriate strategy and that we should rather begin to stretch learning capacities in other learning models [8]. Here the learner is able to choose and use appropriate styles of learning.

Knowledge of one's own learning style is essential in "learning to learn" [4]. Teachers should help students discover their own learning preferences and provide constructive feedback about the advantages of various styles [1]. In addition, teachers should respect the learners' present preferences and encourage their development, while at the same time creating opportunities for students to experiment with different ways of learning.

Instructors may use instruments and activities specially designed for learners English as the second language to identify students' learning styles. Although this kind of assessment is not comprehensive, it does indicate students' preferred general learning habits [31].

It also helps students understand their own learning styles so that they can capitalize on their strengths. As a result students can enhance their learning power by being aware of the style areas in which they feel less comfortable, and by working on their development, thus, providing avenues to foster their intellectual growth.

Similarly, teachers can use the survey results to identify strong style patterns in their classes, which they should consider when designing learning tasks [16].

Usually, students learn more effectively when they learn through their own initiatives. When their learning styles are matched with appropriate approaches in teaching, then their motivation performances and achievements will increase and be enhanced [40].

Thus, researchers and educators try to establish optimal environmental and psychological climates that foster learning by allowing students to learn in accordance with their own preferred learning styles.



Conclusion on part 1

Learning styles group common ways that people learn. Students learn in many ways, like seeing, hearing, and experiencing things first hand. But for most students, one of these methods stands out. A learning style is the method of learning particular to an individual that is presumed to allow the individual to learn best.

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

There a number of different theories of learning styles and many authors argue about this case. One of them, that is basis of the theory of learning styles, belongs to Howard Gardner. 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. He proposes nine intelligences: logical, linguistic, special, musical, kinesthetic, interpersonal, intrapersonal, naturalistic and existernal intelligences.

The other theory intending learning styles specifically deal with characteristic styles of learning is proposed by David Kolb. He proposes four learning styles: diverging, converging, assimilating, accommodating.

Melissa Kelly proposes three learning styles - visual, auditory and kinesthetic (tactile). According to it each person has a learning style that is best for his intake and comprehension of new information. 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.

However the Kazakh scientist Kashapova T.N. divides the last one to two styles and supports this theory except this nuance.

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. 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).

Furthermore, there are some theories of teaching styles. 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. One of them proposes four styles - formal authority, demonstrator, facilitator and delegator. They are united into teacher-centered and student-centered teaching styles.

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. At other times, learners must be encouraged to assess their own needs and direct their learning.

Another one theory says us about teaching styles according to students themselves - pedagogy or andragogy.

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.

However it does not influence teacher- or student-centered teaching style. In this case a teaching style depends on the audience, its age peculiarities, and the aim of the lesson or learners' motivation.

Usually, students learn more effectively when they learn through their own initiatives. When their learning styles are matched with appropriate approaches in teaching, then their motivation performances and achievements will increase and be enhanced. Thus, researchers and educators try to establish optimal environmental and psychological climates that foster learning by allowing students to learn in accordance with their own preferred learning styles.

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

According to the previously mentioned theories of learning styles and multiple intelligence, we have to decide should these theories be implemented into the educational process or are they not allowed to. In order to solve this question I had to try these theories in practice.

The work of a school teacher presupposes not only giving and explaining the learning material to students, but also connection with the learners, perception their individuality, understanding the reasons and consequences of one's behaviour, etc. However it demands some time to understand the students, investigate their usual behaviour, the traditions of the class, the manner of connection and admission new classmates and teachers. Besides, these objectives can be reached with the help of time and teacher's own competence and experience.

First of all I had to observe the students at the lesson, notice their activeness, inclinations, habits and surely a particular learning style of each pupil. For this reason I was present at the lessons led by their permanent teacher.

Actually, it was difficult to define a particular learning style of some students. The questionnaire [47] (Appendix C) took about 10 minutes to complete. Results indicate a learning style preference in one of four areas: visual preference, auditory preference, and kinesthetic preference. Students may have equal strengths in two or more groups which means they can use any of the senses for learning tasks and are therefore identified as exhibiting a multimodal learning preference. This measure was selected because the questions related directly to the type of academic prerequisites and instructional activities typically assigned in classes where active learning takes place.

For example the following statement "I require explanations of diagrams, graphs, or visual directions" allows for a direct connection with their ability to visualize or use visual organizers like concept maps. This tool was selected as an instructional tool for purposeful grouping of students but all students were exposed to the same instructional activities.

According to the results of questionnaire 56% of the students were primarily visual learners, 19% were primarily auditory learners, 7% were predominantly tactile learners, 13% were kinesthetic learners, and 5% were a combined type. In some cases the results of the questionnaire say one style, but my own observation gave me the other information. For example, one of the graduates, who studied in the linguistic class, had obviously the auditory learning style, but he filled the questionnaire and the result was surprising - he has the visual learning style! So I was embarrassed by this incident. However the problem was solved by further actions.

After identifying learning styles, the students were assigned to groups composed of 3-6 people with the same learning style preference. Students remained in these groups throughout the period of my school practice and completed 4 group assignments, each targeting a different learning style preference plus a combined type. Assignments were selected based on best-practice research in teaching and learning.

The first assignment, a classroom debate, focused on the auditory learning preference. I provided students with legal cases in special education legislation and individuals with disabilities, and students were instructed on how to prepare and interact for a rebate for 20 minutes.

The second assignment, concept mapping, focused on the visual learning preference. Concept maps are diagrams indicating interrelationship among concepts. Students were provided direct instruction for 20 minutes on how to develop a concept map using class content materials and were provided with instruction on how to create their own. Students were exposed to this type of learning since the beginning of the semester.

The third assignment, a Physical Analysis of Environment Accessibility at school, focused on the tactile learning preference. I provided instruction on the accessibility to building and public places as required by law for 20 minutes and provided measuring tapes and assigned a building to rate for accessibility with specific guidelines.

The last assignment, a multimedia learning module that included auditory, visual, and written parts, focused on a kinesthetic learning style. I provided students with access to a campus technology lab and instruction on how to navigate the module for 20 minutes. I provided sample definitions provided by the inventory of the four learning styles and asked students to identify the style that best represented how they approached class assignments. I then provided students with their learning preference score and strategies other suggested strategies to help them develop their area of learning strength and weakness.

After identifying students' learning strengths, teachers should provide students with opportunities to learn through their modality strengths. Thus, diverse and high interest materials should be offered. These may include the creative use of video and audio materials, which may vary from heavy dependence of media for the structure and content of the lesson to only limited use of a blackboard to illustrate concepts or grammatical rules.

Lessons may be presented both visually and verbally and reinforced through various motivating language activities such as reflective reading and writing. In this way students can learn in ways that best suit their styles and develop their modality strengths [41].

A good case in point is the ESL Teaching class when the students experience the effectiveness of diverse class presentations. The appropriate use of multimedia, like video recording, slide presentation, overhead projection, and realia, together with selective hands-on activities, has made lessons interesting and motivating to students.

Self-direction is essential in the active development of adults' abilities in learning [42]. It is essentially important for L2 learners to be self-directed since it is impossible to give them direct guidance or instruction when they use the language outside the classroom. Clearly EFL\ESL learners need to be empowered with a wide range of learning strategies to achieve competence and autonomy in learning the target language. This requires teachers to expand their knowledge of language teaching learning strategies and to gradually develop students' flexibilities in learning.

The pregraduation practice consisted not only in the work of English teacher, but also in teaching German. So I tried to use different techniques at the lessons of both languages.

A pattern of such using the theory of learning styles can be the plan of the lesson in 11v class in The First Gymnasium of Petropavlovsk. This plan (Appendix D) shows us that there can be used different kinds of tasks matching to particular learning styles - the song for auditory, the vocabulary game for kinesthetic and introduction of new vocabulary for visual learning style. After such a lesson it can be said that using different kinds of tasks make the lesson interesting and fascinating for the students. This is one of the advantages of implementing the theory of learning styles into the educational process.

In order to improve the statement about efficiency of learning styles, there is one more lesson devoted to watching a movie called "Supernatural". The movie was shown with subtitles that made the watching the movie more comprehensible for the learners who had the visual learning style and obviously the "Auditors" percept the film perfectly. Furthermore the whole class answered the questions related to the plot of the movie.

Besides there were several techniques at the German lessons similar to used at the English ones. They are following:

1. The song (das Lied der Ich und Ich "Du erinnerst mich an Liebe"(Appendix E)), where the learners had to fill in the gaps, to put the lines into right order and after it to translate the whole song. By the way I think that listening to songs is more useful than listening to different dialogues or monologues because children are interested in modern and fashioned media.

2. "Zu Ordnung" task. There are 15 sentences according to the text they have read at home. The students must put them into the right order (the sentences are paraphrased with my own words, not given exactly as in the original text). After these operations the learners should retell the text with their own (or if only my own) words.

3. The role play. After retelling the text (if this activity took place really) the pupils have to perform the situation from the text using new and already familiar words.

4. The introduction of new grammar (Reflexivpronomen) was represented in the blackboard with oral accompaniment of teacher's voice and writing down the notes into the copybooks in order to make the students understand the rules.

5. After the introduction and explanation the new grammar the students should try the rule into practice. So the learners have to make up their own sentences using the given verbs with reflective pronouns. If they can not do it in the classroom, this task stays for their homework because the learners must be able to do any exercise using the whole capacity and potential of their intelligence and brain.

We can see the main result of such a lesson - increased motivation to learn a particular language because the lesson is fascinating for everybody even for the students who think that they know more than the teacher does.

By using learning styles and multiple intelligences teachers can give students opportunities for authentic learning that addresses the students' actual needs. In this sense the classroom can replicate the "real world". In our modern world the graphic designer is just as valid as the accountant, who in turn is as valid as the computer programmer. In this context students will more easily become engaged in learning.

One of the side effects of the research on learning styles is that it is easy for teachers to oversimplify the situation. The different learning styles students use are factors in a complex process, which may mislead us into simplistic solutions.

For example, some learners may have a particular learning preference, e.g. visual learning style, but in reality these learners, like all students, have to and do use multiple learning styles. Teachers cannot structure all learning in one style for any one particular group of learners. Life beyond the classroom is not like that, and our aim is to help students learn effectively both in and out of the classroom.

Another potential difficulty is that teachers may label students as learners of a particular style, for example, "kinesthetic learners", when it is more accurate to say that these are learners who often learn well in kinesthetic modes, but who can use other learning styles to access information with help and a sympathetic approach to other styles of learning. I have known some students who've created for themselves a potentially disabling profile by saying, "I'm a visual learner, I can't learn this way." If we leave learners feeling this way we are not helping them succeed in the long term.

The preparation for such a lesson takes much power, energy and time, which are considered to be the most valuable for any person, but this is our work so we are not allowed to spare these resources for the next generation. Provided that it took place, it is one of the most unpleasant disadvantages.

As it was said the tasks at one lesson are quite different, so the students have different motivation to do a particular exercise that is not corresponded to the learning style they have. As a matter of fact, such students begin distracting from the lesson especially when the task takes longer than expected. In this case it is hard to control the discipline in the class, because some students are involved into the educational process, but the others are indifferent to what is going on. Besides, such a situation disorders the procedure of the lesson and puts the teacher out because the teacher has to keep reproving the uninterested students, this is unavailing efforts though. Dealing with such learners the teacher should make the students be interested in the process, for this case the educator should have some extra exercises and use them in the moment when the situation is beyond control or if only is going to be. The most difficult case is with the kinesthetic learning style because these learners can't keep quiet.

Furthermore, if we only use auditory activities then we are only teaching the auditory learners in our class. The visual, kinesthetic and tactile students have difficulties with understanding. However there are some activities that are good for more then one different styles. Instead of only talking, writing information on the blackboard is possible and even useful as well as asking students to write their answers in the blackboard after they finish working. It is also possible to write instructions on a card and ask students to work in groups, especially organizing students with different learning styles for well coordinated work.

Learning styles and multiple intelligences focus on teaching for understanding, in other words what students can do rather then highlight what they can't do. This contributes to positive educational experiences, which is a strong precursor to successful learning in life.

Using different kinds of tasks develops minor intelligences. Surely the teacher can train the particular intelligence and lay special stress to it, but it is pedagogically incorrect because the educators must bring up multiple personalities instead of just a linguist without any logical thoughts or a visual learner, who does not percept the information through oral speech and vice versa an auditory learner that can't read or recognize the thing touching it.

For this reason the teacher has to motivate the students correctly and organize the work in a special way. In order to develop different intelligences, the educator can use diverse tasks, such as a crossword, where the students trying to guess the word take into account the meaning of the word, the presence of some letters, the quantity of letters, and something else. In such a case the linguists develop their logical thinking and the logics widen their vocabulary that helps them to express their thoughts correctly and comprehensibly, and the logics are not considered to be stumbling over their words.

There are a lot of people with musical intelligence among the linguists or investigators of linguistics, or just people who speak a foreign language because it is important to listen and recognize some particular and peculiar sounds in the foreign speech. Usually such people have the auditory learning style. They percept and understand the oral speech well. However they do not like reading texts, writing letters or any compositions, but the teacher must make these people do it because there are many written information around us and it is important for a person to pay attention to some advertisements and tables.

The spatial learners are visuals. They remember everything around them but do not take into account any instructions or recommendations. For these reason the teacher must make such learners listen to different dialogues, monologues, songs and try to recognize the words in the flow of speech.

Many tasks can be used for the kinesthetic learners. Such students like different kinds of educational games - role play, real play, or simulation. In these games the student can experience both oral and written speech, besides moving and touching different things, percept the world through listening and speaking, writing and reading. The language play develops students' imagination and thinking, broadens vocabulary and the idea of human relationships.

The last block of intelligences is devoted to personal concept. Although they are not related to learning styles, they refer to individuality and an individual approach. It is much easier to find a right method of approach to a person with interpersonal intelligence because these people are frank, open-hearted, they do not conceal anything. However it is much more difficult to connect with intrapersonal type of personality. Notwithstanding it is real to find an approach to contact with such people. The theory of learning styles and some elements of psychology help the teacher to understand the reserved student and get in touch with him or her. For example, I have the high score in intrapersonal intelligence and my own observation give me the same result.

In addition to that the teachers have to give the students a chance to work in groups as well as individually.

The individual work is important for every one, it does not matter what type of personality a person has - interpersonal or intrapersonal. Everyone needs sometimes an individual approach.

An individual approach is supposed to be a way of communication with each student and suggests the work by one's own or well joint work of the learner and the teacher.

We are all different and we need to let our students see our personality, in the same way as we need to get to know our students' personalities. We shouldn't try to be someone we're not just because we think it will give us some "street credo" with students; we do not have to be their best friends, but we should let them see that we enjoy being in their company, and that we are human beings who empathize with them as "learning partners".

When the teacher correctly identified the learning style and the personality type of a particular learner, the work is going much better. In this case the teacher is able to fascinate the student and make him or her to learn the language. For instance, I'm teaching a child, who is a first former. I have not given him a questionnaire because he does not understand himself yet and perhaps wouldn't answer the questions honestly. For this reason I have been observing his habits and the results of learning and successful remembering the study materials; that is I'm observing the child.

At this example, I can show the efficiency of individual approach that is not used at school (as it seems to me). After the relative identifying the definite learning style of the pupil it was appropriate to try different techniques and means of teaching the learner. Actually, I just help the child do his homework because his mother feels sorry for her son that he gets too much information every day notwithstanding he is just eight. I was acquainted with him earlier so it was easy to contact. We did not need to introduce ourselves.

The first task was to remember some words spelling and to read a passage. The book is hard for the first formers, it is a gymnasium though. Firstly I read the text in order to make the boy listen to me and remember how the words sound, and then we read the passage together several times. However the "showing" efforts did not give any results. So my ward was to read the text himself. He did it several times, but there were no results.

The situation with the word-spelling was much better. As a tutor I decided to check his knowledge of the given words, but it was equal to nothing. For this reason I made him to rewrite the words from the pattern five times in succession, and then write the word without a pattern - he did it perfectly - the end variant was correct because he remembered writing each word mechanically, he kept in his mind the movements during the writing through so-called mechanical memory. Observing such changes I made a conclusion that the boy has kinesthetic learning style.

The other task was to listen to a record and learn a poem by heart. It was much more difficult to make the learner repeat the poem after the record, even after me. However I found a solution inventing some movements reflecting what is said by the record. We did it together - repeated the poem and moved signing gestures. This example one more time shows that the learner is kinesthetic. Such exercises develop motor functions of the body and words are subconsciously saved in learner's mind because the student has a kinesthetic association with the meaning of the word.

In comparison with the usual school methods of equal rights and abilities of all the learners, the individual approach is much efficient because everyone has his or her own inclinations, ways of remembering, peculiarities of intelligence, which must be developed and paid attention to.

In addition to it, one more means of intensification the individual approach is an educational game. During the pregraduation practice I used a lot of language games. All the learners took part with great desire. So it can be said that a game is valuable of its motivation, peculiar creative spirit of a personality, but not its formal attributes like roles or rules. Any game is free activity. The game contains elements of competition and conflict, taking a part and the assessment of the results.

The example of educational game which was chosen according to kinaesthetic learning style is connected with physical and intellectual activity that makes the lesson more interesting for children, especially for juniors.

This sample of educational game is called `Running dictation' (Appendix F). The rules of the game are very easy.

Depending on the size of the class, the teacher should display one or more copies of the text on the classroom wall or on a table. This is the only aid the teacher needs.

The work can be conducted as individually so in pairs, it makes the children learn to work in groups, collaborate with the others.

So according to the rules of this educational game the learners divide into pairs and each pair decide who will be Learner A and who will be Learner B. Learner A must run to the text, read it, and try to memorise as much of it as possible before running back to Learner B. Learner A should then dictate what they remember of the text to Learner B, who should record it in writing. Learner A can run to the text as often as is necessary to complete dictating the whole text.

There are some elements of competition, which every child likes. Everyone wants to be the winner; therefore children participate in the game with interest.

The learners have to listen to each other in order to notice any mistakes; the teacher certainly helps the students to correct their mistakes.

The winner is that pair who writes their version of the text the most closely and quickly.

The atmosphere at the lesson is positive and emulative, so every participant satisfies with the game course. The playing activity was correctly chosen, and so in my point of view the main aims of the lesson were reached.

In addition to these qualities of this interesting educational game for kinaesthetic-oriented students, the "Running dictation" helps people to develop their memory, attention, and physical education.

It is very important to use games like this in primary school, because juniors are fond of moving, touching different things. They comprehend something new in this way.

Besides, the deal is in creating pedagogical environment that provides appearance and development of personal growth, but not in formulating the person with a given set of qualities.

However it is wrong to absolutize the individual approach in teaching. Its disadvantages follow its advantages - the content and methods of teaching based on only child's interests lead to decrease of academic level of education. In the game process the free activity and positive emotions become the aim, whereas getting knowledge is pushed to the sidelines. It is much more rational to combine the traditional and the individual approaches.

One more difficult but real for solving problem is correct assessment. Sometimes it is hard to decide which mark a particular student is worthy of. Making sum of the lesson and assessment it is important to take into account activeness of learners in the whole and separately each of them, their participation in every activity, their wish to do exercises and tasks.

The teacher should pay special attention to lazy learners because they are the most difficult to animate during the lesson and attract their attention. By the way there are some students, who think that they know more than anybody else so they do not participate in the procedure of the lesson. To my opinion, such learners are the most difficult. Furthermore it is hard to assess them correctly because they are like having good knowledge basis, can use it in an appropriate moment, but do not. If the student did nothing during the lesson what mark could the teacher put?! It makes us be confused.

So what should we do in such a situation? Of course, it is possible to ask some questions about the current theme or give a quiz to the class for sure. However the competent teacher would rather involve his or her own experience and knowledge about the student. If the student has the visual learning style and the auditory one is weakly developed, the teacher can indulge the student in listening. But it is possible at arguable moments. Permanent indulging leads to weakening the educational process. Fortunately, I have not experienced such situations at school.

Based on this evidence the truth is the fact that using of theory of learning styles help teachers in correct assessment the students.

Thereby, 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.

In order not to be confused with diverse data about the learning style of a student, it is possible to test the pupils ones more or to try some techniques of the individual approach in teaching that "difficult" child to define the prevailing learning style or intelligence.

The preparation for the lesson really takes much time and energy. However it is our work and it demands some time to get experience. Everything comes with experience.

As for discipline, the solution is the same as the previous one. We just need to be patient, tolerant, laborious and hard-working.

Concerning to difficulties with understanding, there is an example of solving the problem. Introducing new vocabulary in a way of showing pictures with captions under the pictures at the blackboard, the teacher should not only show the words, but also say them aloud and make the learners to write down new words with translation meanings in the mother tongue. Such presentation may be shown at the smart board or at the interactive one that by the way facilitates the educational process.

As concerns to introduction new grammar, the way of presentation is the same, but there must be some examples of using the rules. It means that the table (if it can take place) with the rule must be written at the blackboard, that is the whole table must be in front of the learners' eyes. The teacher explains the meaning of the rule and throw light upon those aspect which are comprehensible for the students, that is the teacher should know and remember what have the children learnt. If not, there may be a lot of questions from the students who understands if only anything in the language theory.

After the explanation of the grammar rule, the teacher should give an example of using the grammar. Examples help learners understand the rule better, to say nothing of some learners, who understand only in examples, so-called practical learners. Then the children have to make up their own examples in order to give the teacher a chance to understand who of the learners comprehends the theme better and who does it worse.

For instance, while my first active practice at school (The Innovative School #1 named after Murat Aitkhozhin) I taught the 8th grade. At one of the lessons the grammar theme was Using constructions V + to Infinitive\V + Ving. I made cards (Appendix G) with the verbs which change their meaning in different cases. They are to remember\to forget, to go on, to mean, to need, to stop, to try, to regret. All of us know the differences.

The card contains the table with two columns: one with V + to Inf, another with V + Ving. The examples are already there next to the rule. We examined the rule and all the examples all together and then I gave them cards with the beginnings of three sentences: I enjoy …… I need …… and I should stop …… (Appendix H).

The answers were different and interesting: some of them enjoy playing computer games, some enjoy reading books, ones like going for a walked with friends and so on depending on their interests and surely their age peculiarities. Concerning to their needs the answers were not so diverse, vice versa they are the same: I need to study better. As for stop doing, the children responded as stop their bad habits such as watching much TV or playing much computer games or quarrel with others. I was glad that our next generation understands what is good and what is bad.

Reverting to the question, it should be noted that seeing the material, visual learners got it; discussing the rule the students with the auditory learning style percept it; and writing down information the "kinesthetics" keep it in their memory.

At the lessons of German in the 11th grade the situation is the same. The theme of grammar was "Reflexivpronomen" as it was mentioned earlier. The first lesson was devoted to introduction the grammar, and the next one, which was in a week, was dedicated to consolidation of the students' knowledge.

The grammar was represented in the blackboard as a table (Appendix J) without any examples. They were given after the introduction of the whole rule. After it we must reinforce our knowledge in exercises (Appendix K). The learners coped with their task so I understand that they got the theme.

At the next lesson we together refreshed our memories about the "Reflexivpronomen", but in another table (Appendix L). My expectations were legitimate - the students filled the table easily and even managed with the task to make up their own sentences using such verbs as sich beeilen, sich freuen, sich verlieben, sich treffen and some more ones.

The learners got the information easily because everyone used his or her own way of learning - writing, listening or reading - along with training their minor developed language learning skills. If a student uses the theoretical knowledge in practice, he or she can speak foreign language fluently, because such experience is kept in mind independently.

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

Based on the conclusions of the previous part of the experimental research the theory of learning styles is capable to be implemented into the educational process.

As class sizes increase, so do the types and numbers of student learning styles. Also as previously mentioned, internationalization and changes in the media culture may affect the spectrum of classroom learning styles as well [43].

Given the variability in learning styles that may exist in a classroom, some authors suggested that students should adapt their learning styles to coincide with a given instruction style [44]. This allows instructors to dictate the methods used to instruct in the classroom. This approach also allows instructors to "teach from their strengths," with little consideration to other external factors such as learning style of students. While convenient, this unilateral approach has been criticized for placing all of the responsibility for aligning teaching and learning on the student.

When the majority of information is presented in formats that are misaligned with learning styles, students may spend more time manipulating material than they do in comprehending and applying the information.

Additionally, a unilaterally designed classroom may reinforce a "do nothing" approach among faculty members. Alternatively, a teaching style-learning style mismatch might challenge students to adjust, grow intellectually, and learn in more integrated ways. However, it may be difficult to predict which students have the baseline capacity to adjust, particularly when significant gaps in knowledge of a given subject already exist or when the learner is a novice to the topic being instructed [45]. This might be especially challenging within professional curricula where course load expectations are significant.

Best practice most likely involves a teaching paradigm which addresses and accommodates multiple dimensions of learning styles that build self-efficacy [42]. Instructing in a way that encompasses multiple learning styles gives the teacher an opportunity to reach a greater extent of a given class, while also challenging students to expand their range of learning styles and aptitudes at a slower pace. This may avoid lost learning opportunities and circumvent unnecessary frustration from both the teacher and student.

For many instructors, multi-style teaching is their inherent approach to learning, while other instructors more commonly employ unilateral styles. Learning might be better facilitated if instructors were cognizant of both their teaching styles and the learning styles of their students. An understanding and appreciation of a given individual's teaching style requires self-reflection and introspection and should be a component of a well-maintained teaching portfolio. Major changes or modifications to teaching styles might not be necessary in order to effectively create a classroom atmosphere that addresses multiple learning styles or targets individual ones. However, faculty members should be cautious to not over ambitiously, arbitrarily, or frivolously design courses and activities with an array of teaching modalities that are not carefully connected, orchestrated, and delivered.

Novice learners will likely be more successful when classrooms, either by design or by chance, are tailored to their learning style. However, the ultimate goal is to instill within students the skills to recognize and react to various styles so that learning is maximized no matter what the environment [46]. This is an essential skill for an independent learner and for students in any career path.

Particular consideration of learning styles might be given to asynchronous courses and other courses where a significant portion of time is spent online [41]. As technology advances and classroom sizes in many institutions become increasingly large, asynchronous instruction is becoming more pervasive. In many instances, students who have grown accustomed to technological advances may prefer asynchronous courses. Online platforms may inherently affect learning on a single dimension (visual or auditory).

Most researchers who have compared the learning styles of students enrolled in online versus traditional courses have found no correlations between the learning styles and learning outcomes of cohorts enrolled in either course type. Johnson et al compared learning style profiles to student satisfaction with either online or face-to-face study groups [48]. Forty-eight students participated in the analysis. Students were surveyed with regard to their satisfaction with various study group formats. These results were then correlated to actual performance on course examinations. Active and visual learners demonstrated a significant preference for face-to-face study groups.

Alternatively, students who were reflective learners demonstrated a preference for online groups. Likely due to the small sample size, none of these differences achieved statistical significance. The authors suggest that these results are evidence for courses employing hybrid teaching styles that reach as many different students as possible. Scores on assessment questions related to learning modules administered to the residents were also not statistically correlated with learning styles.

G.. Cook examined the effectiveness of adapting Web-based learning modules to a given learner's style [12]. The investigators created 2 versions of a Web-based instructional module on complementary and alternative medications. One version of the modules directed the learner to "active" questions that provided learners immediate and comprehensive feedback, while the other version involved "reflective" questions that directed learners back to the case content for answers. Eighty-nine residents were randomly matched or mismatched based on their active-reflective learning styles to either the "active" or "reflective" test version.

Posttest scores for either question type among mismatched subjects did not differ significantly, suggesting no interaction between learning styles and question types. The authors concluded from this small study that learning styles had no influence on learning outcomes [49]. The study was limited in its lack of assessment of baseline knowledge, motivation, or other characteristics. Also, the difficulty of the assessment may not have been sufficient enough to distinguish a difference and/or "mismatched" learners may have automatically adapted to the information they received regardless of type.

Teachers can use the findings from research into different learning styles to plan and implement imaginative classroom programs that include a wide range of learning styles so that all students over time can access information in their preferred learning style, but at the same time can become familiar with other learning styles.

Learners need, perhaps, to develop other `learning muscles' to make them stronger, in the same way as physical muscles in the body can be developed to enhance performance. Many learners already can and do access information naturally through multiple learning styles, and offering a wide variety of learning modes enhances learning for these students.

The way forward with different learning styles in the classroom.

1. Learning is a complex matrix - it may be best for teachers to think of learning styles as a toolkit to provide effective learning experiences, taking account of the wider picture shown by learning styles research, not simply to focus on VAK; this is not quite a `pick'n mix' approach but teachers can systematically use features that different learning styles offer to provide a rich and varied curriculum to all learners;

2. All learners need to see how valuable it is to use all modes of learning: the real secret to learning is to know the most effective way to learn in any given circumstances, and the most valued people in the world beyond school will be those who can learn in a range of different ways;

3. We need to show students how to use learning styles, which means we need to talk explicitly about learning, we need to give them a language to explain how people learn and to describe the contribution different learning styles make;

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