Cognitive styles in the service of language learning  

Oleh:

Ehrman, Madeline ; Leaver, Betty Lou

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: SYSTEM: An International Journal of Educational Technology and Applied Linguistics (Full Text) vol. 31 no. 3 (Sep. 2003), page 393-415.
Topik: Learning styles; Cognitive styles; Sharpening; Leveling; Sequential; Reflective; Impulsive; Field independence; Learner autonomy; Foreign Service Institute
Fulltext: Ehrman_Madeline.pdf (338.24KB)

Isi artikel

This article presents a new approach to understanding and using cognitive styles to enhance individual language learning. Ehrman and Leaver (2002). Development of a profile approach to learning style diagnosis. Unpublished manuscript; Ehrman, M.E. (2001). Bringing learning strategies to the learner: the FSI language learning consultation service. In: Alatis, J.E., Tan, A. (Eds.), Language in Our Time: Bilingual Education and Official English, Ebonics and Standard English, Immigration and the Unz Initiative. Washington DC, Georgetown University, pp. 41–58] have established a learner profile schema usable for diagnosis and advising language learners with ten cognitive style dimensions, most of them well-known (e.g., field independence, leveling-sharpening, random-sequential), The model also includes a superordinate construct, called synopsis–ectasis to avoid confusion with earlier names and constructs like ‘global-analytic.’ The article introduces the Ehrman–Leaver Construct and illustrates it with two student cases.

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