scholarly journals Native-like Performance of Pragmatic Features: Speech Acts in Spanish

2021 ◽  
pp. 1-30
Author(s):  
Marta Vacas Matos ◽  
Andrew D. Cohen
Keyword(s):  
Learning Style ◽  
Speech Acts ◽  
Native Speakers ◽  
Nonnative Speakers ◽  
Physical Contact ◽  
Contrastive Analysis ◽  
Language Background ◽  
Learning Style Preferences ◽  
Style Preferences ◽  
Learning Style Preference

Abstract This study had as its goal to investigate how nonnative speakers (NNSs) of Spanish were able to perform pragmatics which in various ways resembled that of native speakers (NSs). The study focused on three advanced NNSs of Spanish who had contributed data six years earlier to a corpus of NS and NNS speech acts of complimenting, apologizing and refusing. The purpose was to do a contrastive analysis comparing the pragmatic performance of NNSs and NSs in order to capture both similarities and areas where highly competent NNSs displayed knowledge gaps, however subtle. The subjects responded to a language background questionnaire regarding their learning of Spanish and also completed a learning style preference survey. They were then asked to revisit their earlier performance in pragmatics from the corpus data and to describe the strategies that they used to produce their highly-rated performance in Spanish pragmatics at that time. The findings revealed ways in which the three subjects differentially imitated NS behavior, and provided insights as to how they arrived at native-like behavior in their facial expressions, use of clicks, physical contact practices, colloquial language, and cursing. The subjects’ reported learning style preferences appeared to be generally consistent with the strategies that they reported using for dealing with the pragmatic features of interest, such as the way that they dealt with cursing.

scholarly journals INSIGHTS INTO LEARNING STYLES PREFERENCE OF ENGINEERING UNDERGRADUATES: IMPLICATIONS FOR TEACHING AND LEARNING

2022 ◽  
Vol 7 (1) ◽  
pp. 390-409
Author(s):  
Nadia Nur Afiqah Ismail ◽  
Tina Abdullah ◽  
Abdul Halim Abdul Raof
Keyword(s):  
Learning Styles ◽  
Language Learning ◽  
Engineering Education ◽  
Learning Style ◽  
Teaching And Learning ◽  
English Language ◽  
Learning Style Preferences ◽  
Style Preferences ◽  
Learning Style Preference ◽  
Engineering Undergraduates

Background and Purpose: Education at higher institutions prepares graduates for the real world. To develop and maintain quality, the focus must not only be on what institutions can offer but also on the learning needs and styles of learners. Despite many studies on engineering learners’ learning styles, limited research has been conducted to compare the learning styles of Engineering and Engineering Education learners. This study was conducted to ascertain the learning style preferences of first-year undergraduates from both groups in a science and technology-driven university in Malaysia.   Methodology: This descriptive study consisted of 40 Engineering and 40 Engineering Education learners who attended an English language course at the university. Perceptual Learning Style Preference Questionnaire was adopted as the survey instrument. The data were analysed using self-scoring sheet and Statistical Package for the Social Sciences.   Findings: While both groups chose Kinaesthetic as a major learning style preference, the Engineering Education learners also chose Group, Tactile, and Auditory learning styles as their other major preferences. Both groups chose Visual and Individual as their minor preferences.   Contributions: The findings extend research demonstrating the significant role of specific disciplines in Engineering to determine the learning style preferences of learners. The findings also provide useful insights that suggest implications for practice and policy.   Keywords: Engineering, engineering education, English language, learning styles, teaching and learning.   Cite as: Ismail, N. N. A., Abdullah, T., & Abdul Raof, A. H. (2022). Insights into learning styles preference of engineering undergraduates: Implications for teaching and learning.  Journal of Nusantara Studies, 7(1) 390-409. http://dx.doi.org/10.24200/jonus.vol7iss1pp390-409

scholarly journals Saudi EFL Learners’ Perceptual Learning-Style Preferences

2019 ◽  
Vol 5 (2) ◽  
pp. 117
Author(s):  
Alya Khalil ◽  
Mona Sabir
Keyword(s):  
Learning Styles ◽  
Perceptual Learning ◽  
Learning Style ◽  
Saudi Students ◽  
Learning Style Preferences ◽  
Perceptual Learning Style ◽  
Teachers And Students ◽  
Efl Students ◽  
Style Preferences ◽  
Learning Style Preference

Identifying students’ learning styles is advantageous for both teachers and students. Awareness of students’ learning styles allows teachers to plan lessons to reach each student in the classroom by providing proper activities and classroom materials that suit every individual. Furthermore, students can raise their own awareness of the learning process and maximize their opportunities to learn by knowing their preferred learning styles. Using the Perceptual Learning Style Preference Questionnaire, this study aims to investigate Saudi EFL students’ preferred learning styles and explore whether these learning styles are affected by students’ academic majors. The participants were 120 Saudi students at a private college in four different majors. The results show that the kinaesthetic learning style is the most commonly preferred learning style among students of all majors. Based on the findings, pedagogical implications and directions for further research are highlighted.

scholarly journals Learning Style Preferences Among Degree Students in Academic English Course in UTHM

2018 ◽  
Vol 7 (3.21) ◽  
pp. 52
Author(s):  
Thuwaibah Mohd Junaid ◽  
Nadia Nur Afiqah Ismail
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Female Students ◽  
Academic English ◽  
Male And Female ◽  
Learning Style Preferences ◽  
Perceptual Learning Style ◽  
English Classroom ◽  
Style Preferences ◽  
Learning Style Preference

This study was conducted to identify the major learning style preference among UTHM degree students semester 2 2015/2016 in Academic English classroom as well as to identify the differences between the learning style preferences of male and female students. A total of 150students from eight different faculties comprised of 75 male and 75 female students were involved in this study. The Perceptual Learning Style Preferences Questionnaire (PLSPQ) which was developed by Reid (1987) has been used as the instrument of the study. The findings revealed that the major learning style preference of the students was Kinesthetic learning style. Moreover, the findings also revealed that there were no significance differences at α = 0.05 between the learning styles preference of male and female UTHM degree students’ semester 2 2015/2016 in Academic English classroom.  

scholarly journals The construction and evaluation of a normative learning style preference questionnaire

2001 ◽  
Vol 27 (3) ◽  
Author(s):  
M. J. Viljoen ◽  
J. M. Schepers ◽  
K. Van Zyl
Keyword(s):  
Factor Analysis ◽  
Learning Styles ◽  
Learning Style ◽  
Focal Point ◽  
Learning Style Inventory ◽  
Learning Style Preferences ◽  
The Matrix ◽  
Style Preferences ◽  
Learning Style Preference ◽  
Direct Oblimin

Various authors have indicated the need for and value of identifying the learning style preferences of individual learners. Similar needs have been voiced in the South African context.The focal point of this study was the development of a normative instrument for predicting the preferred learning styles of individuals. Secondary aims were to determine whether there are differences between groups formed on the basis of gender, academic qualifications and functional disciplines as far as their learning style preferences are concerned. Based on a review of the literature and an existing questionnaire, namely the Learning Style Inventory (LSI 85), the Learning Style Preference Questionnaire (LSPQ) consisting of 136 items was developed and administered to respondents (N= 542) in a large organisation. The LSPQ was subjected to a principal factor analysis and six factors were obtained.The six factors were rotated to simple structure by means of the Direct Oblimin procedure. The matrix of intercorrelations of the six factorswas subjected to a second-order factor analysis and yielded a single factor. Opsomming Verskeie outeurs het na die behoefte aan asook die waarde van identi¢kasie van leerstylvoorkeure van individuele leerders verwys. Soortgelyke behoeftes is ook in Suid-Afrikaanse verband geopper.Die fokus van hierdie studie was die ontwikkeling van ’n normatiewe instrument om die leerstylvoorkeure van individue te meet. Sekondere doelwitte was omte bepaal of daar verskille tussen groepe is wat saamgestel is op grond van geslag, akademiese kwalifikasies en funksionele dissiplines wat hul leerstylvoorkeure betref. Gegrond op ’n oorsig van die literatuur en ’n bestaande vraelys, tewete die ‘‘Learning Style Inventory’’ (LSI 85), is die ‘‘Learning Style PreferenceQuestionnaire‘‘ (LSPQ), bestaande uit 136 items, gekonstrueer en op 542 respondente in’n groot organisasie toegepas. Die LSPQ is aan ’n hoo¡aktorontleding onderwerp en ses faktore is verkry. Die ses faktore is deur middel van die Direct Oblimin-prosedure na eenvoudige struktuur geroteer.

scholarly journals PREFERENSI GAYA BELAJAR MAHASISWA AKUNTANSI

2012 ◽  
Vol 1 (2) ◽  
Author(s):  
Sri Pujiningsih, Sulastri
Keyword(s):  
Learning Styles ◽  
Student Learning ◽  
Learning Style ◽  
Teaching Strategies ◽  
Accounting Students ◽  
Test Results ◽  
Learning Style Preferences ◽  
Style Preferences ◽  
Learning Style Preference ◽  
Student Learning Styles

This study aims to find the differences between learning style preference in accounting students. Results of this research useful to determine teaching strategies, so it  can support improvement of student learning. Based on the analysis of test results using ANOVA can be concluded that there is no difference in student learning styles accounting   students. Learning style preferences of three groups of students is the same that is more like the learning style dependent. <br /><br />Keywords: Gaya Belajar, Strategi Mengajar.<br /><br />

scholarly journals An Analysis of One Learning Styles Instrument for Language Students

2002 ◽  
Vol 20 (1) ◽  
pp. 16 ◽  
Author(s):  
Ann C. Wintergerst ◽  
Andrea DeCapua ◽  
Marilyn A. Verna
Keyword(s):  
Foreign Language ◽  
Learning Styles ◽  
Learning Style ◽  
Native Speakers ◽  
Reliability And Validity ◽  
Language Teachers ◽  
Esl Teachers ◽  
Composition Students ◽  
Learning Style Preferences ◽  
Style Preferences

Research on learning styles focuses on how students prefer to learn. This study tested the reliability and validity of the authors' newly developed Learning Styles Indicator and explored whether reliability and validity hold true across a population of native speakers (NS) and non-native speakers (NNS) of English. This new Learning Styles Indicator was used to investigate the learning style preferences of three groups of language learners: English as a second language (ESL) students, freshman English composition students, and foreign language (FL) students. The data reveal clear learning style preferences for each of the three groups of learners. The results have classroom implications for ESL teachers, foreign language teachers, and freshman composition teachers.

EFL LEARNERS’ LEARNING STYLE PREFERENCES IN RELATION TO THEIR ENGLISH PROFICIENCY

2019 ◽  
Vol 4 (2) ◽  
pp. 189
Author(s):  
Siti Saleha Manan ◽  
Lelly Suhartini ◽  
Muhammad Khusnun Muhsin
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
English Proficiency ◽  
Linear Regression Analysis ◽  
English Department ◽  
Learning Style Preferences ◽  
Perceptual Learning Style ◽  
Level Of Significance ◽  
Style Preferences ◽  
Learning Style Preference

The aim of this study was to find out students’ learning style preference and its correlation with their English Proficiency. The research questions were as follows (1) what are the most preferred learning styles of EFL Learner at English Department? (2) Is there any significant correlation between students’ learning style preferences and their English Proficiency? The study used Correlation design. The number of sample in this study was 35 students from English department of Halu Oleo University in the academic year who had followed TOEFL test. The data were collected using questionnaire which adopted   Perceptual   Learning-Style   Preference   Questionnaire   (PLSPQ), developed by John Reid (1987) consisting of 30 statements and student’s TOEFL  score.  The  data  of  this  study  were  analyzed  through  descriptive statistic and Linear Regression Analysis. The results showed that (1) major learning style were tactile learning style and kinesthetic learning style (2) The coefficient correlation was 0.070 which was greater than 0.05 (level of significance).  It  means  that  there  was  no  correlation  between  students’ learning style and their English proficiency.Keywords: Student’s Learning Style, English Proficiency.

scholarly journals Students’ High Achievement on Learning Style Preferences in Chinese Department, Binus University

2013 ◽  
Vol 7 (2) ◽  
pp. 70
Author(s):  
Yetty Go
Keyword(s):  
Learning Styles ◽  
Language Learning ◽  
Learning Style ◽  
Learning Process ◽  
High Achievement ◽  
Learning Style Preferences ◽  
Perceptual Learning Style ◽  
Student Learning Style ◽  
Style Preferences ◽  
Learning Style Preference

Every student certainly demonstrates different achievement in her/his Chinese language learning process because every student has her/his own individual way to resolve their problems in learning. In learning process, student’s individual differences exist. These differences lead to different learning speed and learning style of the student. The purpose of this study was to investigate the high achievement students’ learning styles. This study was based on Reid’s learning styles theory and also uses Reid’s Perceptual Learning Style Preference Questionnaire (PLSPQ) to investigate student’s learning styles. The main finding of this study is that student’s learning style preference is group style. According to student learning style preferences results, students prefer to learn together with others or in group and learn in a more interactive way.

Learning Style Preferences of Undergraduate Nursing Students: A Systematic Review

2019 ◽  
Vol 21 (1) ◽  
Author(s):  
Tonderai Washington Shumba ◽  
Scholastika Ndatinda Iipinge
Keyword(s):  
Systematic Review ◽  
Academic Performance ◽  
Academic Success ◽  
Nursing Students ◽  
Learning Styles ◽  
Learning Style ◽  
Undergraduate Nursing Students ◽  
Learning Style Preferences ◽  
Undergraduate Nursing ◽  
Style Preferences

This study sought to synthesise evidence from published literature on the various learning style preferences of undergraduate nursing students and to determine the extent they can play in promoting academic success in nursing education of Namibia. A comprehensive literature search was conducted on electronic databases as a part of the systematic review. Although, kinaesthetic, visual and auditory learning styles were found to be the most dominant learning style preferences, most studies (nine) indicated that undergraduate nursing students have varied learning styles. Studies investigating associations of certain demographic variables with the learning preferences indicated no significant association. On the other hand, three studies investigating association between learning styles and academic performance found a significant association. Three studies concluded that indeed learning styles change over time and with academic levels. The more nurse educators in Namibia are aware of their learning styles and those of their students, the greater the potential for increased academic performance.

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