Untitled

saxelmwifo enis swavlebis sakiTxebi:
problemebi da gamowvevebi
Issues of State Language Teaching;
Problems and Challenges
Factor of learning style in relation to learning strategies
As we mentioned above, the learning style is one of the important factors that determine the
strategies of language learning. This is the factor which enables us to determine in what way and by
what intensity students use learning strategies in foreign or second language studying. First of all we
will discuss what learning style means and relationships exist between individual style and prioritized
strategies.
Learning style is general approaches such as, for example quantitative or analytical, voice or
visual. Exactly these factors determine the style of learning of students. By Cornett (1983 p. 9) definition,
style of learning is the main tendencies that determine the directions of learning activities. Only
Dunn, R. and Griggs (1983, p. 3) offer the following definition of learning style: “learning style is
the collection of biological and development characters that determine the effectiveness of used
learning methods.” Correspondingly learning style is chosen in adequately supportive environment
by the personal perception, cultural origins, mode of thinking and the different level of studying.
Ehrman and Oxford (1990) examine the main nine directions of learning style. But this does not
mean that this is exhaustive list. There number of other factors that determine the diverse styles of
learning. These scientists distinguish four learning style that are related to studying processes itself.
These are: perception priorities, typical features of individual, qualitative features of abstraction ability
and biological differences. The main features of these styles are listed below:
Perception abilities include four directions itself: visual, voice, kinetic (related to motion). According
to perception abilities, in class significant effect has use of the visual applications for one
kind of learners, whereas to others lecture formats of lessons, dialogues and other voice applications
without any additional applications of learning are more acceptable. For those students that are more
inclined to kinetic and tactical methods role plays, picture slides and etc make their learning process
more comfortable. It is interesting the point view of Reid (1987) that perception abilities of pupil are
related cultural similarities and differences. According to assertion of Reid Asian students are more
inclined to use visual applications whereas Spaniels are characterized more with voice learning applications.
This approach may be interesting to the point that mother language determines the perception
features of pupils. To this aspect it is essential to explore the characteristics of Armenian and
Azerbaijanis language and associations that students have in relation to their mother language. Unfortunately
this aspect of the second language learning is not explored yet.
Typical characteristics, that is important for learning process itself. in the learning process there
are extravert and introvert, intuitive and sequential, thinker and perceiver, oriented on final results
and assessor and open to new information type learners. These are psycho types that are closely related
to language learning that is proved by many researches. In case of counter characteristics of
students the main role is attached to teacher that can coordinate effective learning process depending
on the rightly chosen strategy. For example, extraverts that take energy with relations to others
teacher in case working in class creates time limits for doing some exercises will result positive time
management from them. While, in case of introvert student, the opportunity to manage direction and
process of discussion will ensure their equal intensity of involvement.
Students with intuitive thinking are distinguished by the abstractive and full imagination. They
like creating theories and often pose unexpected ideas. These kinds of learners are satisfied when
they can manage the learning process itself. On the other hand those students with sequential type of
thinking express more interest to facts than to theories. They need teacher’s directions about the steps
and type of done exercises in learning process. Thus teacher can offer to consecutive type of learner’s
good organized language forms and word combinations which will be changed with multifunctional
exercises and intuitive type of language drills in working with intuitive type learners.
Quantitative features divide students according to those ideas and bread pictures that imply concentration
on details and contrasts. Holistic students feel comfort when they can express their views
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