Learning styles and their implications for language teaching : examining my own practice
| dc.contributor.advisor | Melej Gallardo, Ethel K. | |
| dc.contributor.author | Acevedo Cornejo, Dayana | |
| dc.contributor.editor | Facultad de Educación | |
| dc.date.accessioned | 2022-03-07T17:21:10Z | |
| dc.date.available | 2022-03-07T17:21:10Z | |
| dc.date.issued | 2011 | |
| dc.description | Tesis (Magíster en Enseñanza del Inglés como Lengua Extranjera) | es |
| dc.description.abstract | It is well-known that students are diverse in many ways, and the way in which they Iearn is not an exception. As a practitioner, 1 have had the possibility to work with relatively small classes, which has made me become more aware of those differences. At the same time, this has reinforced my belief that learning depends, among other things, on the right match between the teacher's approach fo instruction and the students' learning styles. This belief has been underpinned by different authors who claim that when our students' learning styles harmonize with appropriate approaches in teaching, their motivation, performances and achievements increase (Brown, 1994). Qn the other hand, if clashes occur, students are likely to perform poorly, feel unconfident, and experience considerable anxiety, which might lead fo certain breakdowns in the teacher-student relationship (Qxford, 2003). Giveri time constrains, this investigation will focus only on diverse learning styles, to which there will be reference throughout ah the study. Evidently, learning does not occur without teaching, at Ieast in a school context which is where this piece of research is conducted (see section II). That is why teaching methods are explored as part of the theoretical framework. | es |
| dc.identifier.uri | https://repositorio.unab.cl/xmlui/handle/ria/21994 | |
| dc.language.iso | en | es |
| dc.publisher | Universidad Andrés Bello | es |
| dc.subject | Aprendizaje | es |
| dc.subject | Lenguaje y Lenguas | es |
| dc.subject | Enseñanza | es |
| dc.title | Learning styles and their implications for language teaching : examining my own practice | es |
| dc.type | Tesis | es |
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