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Learning styles and teacher training: are we perpetuating neuromyths? / Carol Lethaby and Patricia Harries.
// ELT journal. 2016, Vol. 70, No. 1. 2016.p. 16-27. Recent research suggests that brain-based teaching, as exhibited in the idea of teaching to address perceptual learning styles, has no basis in what scientists are learning about the brain and how it works. This article questions whether training teachers to assess and accommodate learning styles is harmless or potentially poor educational practice. A study was conducted amongst practising language teachers to uncover the extent to which they believed in so-called ‘neuromyths’ and whether and how these beliefs, particularly the idea that accommodating sensory learning styles improves learning, have influenced their teaching. The article concludes with some recommendations regarding current scientific findings in this area and language teacher education.
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基于不同学习风格的教材二次开发——以匈牙利罗兰大学汉语学习者为例 = The redevelopment of the teaching materials based on the different learning styles:A case study of the Chinese learners at Etvs Loránd Tudományegyetem / 吴思娜, 陈宣
// 云南师范大学学报 vol.15, no. 1 (2017). 32-38 p. With questionnaire surveys,this paper investigates the Chinese-learning requirements and learning styles of 135Chinese-learning beginners from Hungary.The results show that there exist a lot of differences between visual students and non-visual students in their requirements.In terms of explaining the Chinese pronunciation,the visual students prefer learning it with the help of pronunciation-related diagrammatic drawings.While the non-visual students prefer learning it with the help of Hungarian pronunciations.In terms of learning new words,different kinds of students all consider that the quantity of 20~30 words for each class is the best choice.In terms of learning language points,the visual students prefer learning them with the help of " equation".While the non-visual students prefer learning them with pictures and videos.In terms of the exercise types,the requirement of pronunciation exercises from the non-visual students is more than the visual students’,the requirement of Chinese characters and lexical exercises from the visual students is more than the non-visual students’.According to the different requirements from the students with different learning styles,the paper gives a redevelopment of Chinese Textbook for Hungarians.
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