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ERIC Number: ED519104
Record Type: Non-Journal
Publication Date: 2011-May-2
Pages: 13
Abstractor: As Provided
Reference Count: 23
Incorporating Learning Style and Personality Preferences into an Oral Communication Course Syllabus
Hadas, Michael
Online Submission
Individual difference factors of personality typology and learning style preference and their effect on second language acquisition have been the focus of several prominent SLA theorists over the past twenty-five years. However, few articles have demonstrated how individual learner difference research can be applied within a classroom by second language instructors. In this paper, I have attempted to combine variables related to personality and learning style preference with a notional / functional instructional syllabus in order to illustrate how these variables can be applied within a language teaching framework. The context for this research is quite specific as are the learners for whom the syllabus was created - Japanese high school learners who have returned to Japan after living in English speaking countries and want to expand their discourse fluency. However, by illustrating how these individual learner variables can be applied to a specific language teaching syllabus, it is hoped other instructional designers will consider factors such as personality and learning style as they design their instructional content. Two appendixes present: (1) Sample Syllabus; and (2) Sample Oral Interview Evaluation Questions. (Contains 1 table.)
Publication Type: Reports - Descriptive; Tests/Questionnaires
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Japan; United States