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Cultural Learning Styles in Language Education: A Special Reference to Asian Learning Styles [Pehme köide]

  • Formaat: Paperback / softback, 222 pages, kõrgus x laius: 229x152 mm, kaal: 453 g, 8 Tables, black and white; 2 Line drawings, black and white; 2 Illustrations, black and white
  • Ilmumisaeg: 26-May-2022
  • Kirjastus: Routledge
  • ISBN-10: 0367234912
  • ISBN-13: 9780367234911
Teised raamatud teemal:
Cultural Learning Styles in Language Education: A Special Reference to Asian Learning StylesSuurem pilt
  • Formaat: Paperback / softback, 222 pages, kõrgus x laius: 229x152 mm, kaal: 453 g, 8 Tables, black and white; 2 Line drawings, black and white; 2 Illustrations, black and white
  • Ilmumisaeg: 26-May-2022
  • Kirjastus: Routledge
  • ISBN-10: 0367234912
  • ISBN-13: 9780367234911
Teised raamatud teemal:
Püsilink: https://www.kriso.ee/db/9780367234911.html
Märksõnad:
"This book presents a nuanced look at the relationship between language learning styles and culture to illuminate how these important constructs are understood, employed, and play out in the real world. Through the lens of different learning style dimensions-cognitive, affective, process-centred, environment-centred, and cultural-Li unpacks and examines the commonly accepted tensions between learning styles, culture, teacher assumptions, and teaching approaches. With a focus on Asian learning styles and Chinese learners, Li addresses the past and current debates, and reconceptualizes the roles and tensions between students' learning, students' cultural backgrounds and teaching styles. Li adeptly navigates this controversial arena to demystify preconceptions and provide avenues for innovative and effective classroom practices in language teaching. Ideal for preservice ESL/EFL teachers, researchers and scholars, this book bridges the gap between research and practice on culture and language learning in theclassroom"--

Li presents a nuanced look at the relationship between language learning styles and culture to illuminate how these important constructs are understood, employed, and play out in the world. Through the lens of different learning style dimensions Li examines the tensions between learning styles, culture, assumptions, and teaching approaches.

Introduction 1(1)
Where Did It All Start?
1(2)
Research on Learning Styles: `Toward a Paradigm Shift'
3(2)
Languages, Cultures, Learning Styles: An Ecological Structure
5(3)
Aims and Purposes
8(3)
Key Concepts
11(2)
Book Structure
13(4)
References
17(4)
1 Learning Styles: A `Somewhat Inappropriately Named Area'
21(14)
1.1 The Origin of Learning Styles
21(2)
1.2 Ways/Traits/Characteristics of Learning
23(1)
1.3 Patterns/Modes/Approaches of Learning
24(1)
1.4 Components/Elements/Dimensions of Learning Styles
25(2)
1.5 Learning Styles/Intelligences/Abilities
27(1)
1.6 The Trait-or-State Debate
28(2)
1.7 A `Style War', a Myth and a Leading Theme
30(5)
References
31(4)
2 Cultural Dimension of Learning Styles
35(31)
2.1 Culture and Learning Environments
36(5)
2.1.1 The Concept of `Culture'
36(3)
2.1.2 Learning Environments and Learning Contexts
39(2)
2.2 Dimensions of Learning Styles
41(4)
2.2.1 Meta-Analyses of Learning Style Theories/Models
41(2)
2.2.2 Dimensions and Types of Learning Styles
43(2)
2.3 Learning Environments in Learning Style Models
45(10)
2.3.1 Selection of Learning Style Models for Analysis
46(1)
2.3.2 Witkin's Dependent and Independent Self Model
47(2)
2.3.3 Myers---Briggs Type Indicator
49(2)
2.3.4 Kolb's Experiential Learning Theory
51(2)
2.3.5 Dunn and Dunn's Learning Style Theory
53(1)
2.3.6 Environmental Influence on Learning Styles: A Local Perspective
54(1)
2.4 Cultural Dimension of Learning Styles: A Global Perspective
55(11)
2.4.1 Cultural Variations among Learning Style Models
56(3)
2.4.2 Cultural Learning Styles: A Local---Global Nexus
59(1)
References
60(6)
3 Learning Styles, Cognitive Styles and Thinking Styles
66(20)
3.1 Learning Styles and Cognitive Learning Styles
66(4)
3.1.1 Learning Styles and Cognitive Styles: Overlapping Areas
67(1)
3.1.2 Cognitive Styles and Cognitive Learning Styles
68(2)
3.2 Learning/Cognitive/Thinking Styles and Processes
70(4)
3.2.1 Learning/Cognising/Thinking: Overlapping Processes
70(3)
3.2.2 Learning/Cognitive/Thinking Styles and Teaching Styles
73(1)
3.3 Learning Intelligences /Abilities /Aptitude and Cultural Influence
74(4)
3.3.1 Learning Styles/Intelligences/Abilities
74(2)
3.3.2 Linguistic Aptitude and Communicative Competence
76(2)
3.4 Cognitive Learning Styles and Sociocultural Environments
78(8)
3.4.1 Thinking Styles: Variation among Learners across Cultures
78(2)
3.4.2 Learning Styles: `Culture-bound Cognitive Schemes'
80(2)
References
82(4)
4 Learning Styles and Learning Strategies
86(23)
4.1 Learning Strategies: A Historical Perspective
86(5)
4.1.1 Defining a `Good Language Learner'
87(2)
4.1.2 Cognitive, Affective and Social Dimensions of Learning Strategies
89(2)
4.2 Learning Styles and Learning Strategies: Where Do They Meet?
91(5)
4.2.1 In between Conscious and Unconscious Learning
91(3)
4.2.2 Interface Situating in Sociocultural Learning Environments
94(2)
4.3 Learning Strategies and Learning Styles in Diverse Contexts
96(4)
4.3.1 Learning Strategies and `Culture Types'
97(1)
4.3.2 Weaving a `Grand Tapestry' While `Walking in Another's Shoes'
98(2)
4.4 Learning Styles /Strategies in Language and Culture Learning
100(9)
4.4.1 Language Learning and Culture Learning
101(2)
4.4.2 Learning Styles/Strategies and Culture: What Are the `Shoes'?
103(2)
References
105(4)
5 Hofstede's Cultural Systems Theory and Cultural Learning Styles
109(24)
5.1 Hofstede's Cultural Systems Theory
110(4)
5.1.1 Hofstede's Dimensions of Cultural Differences
110(2)
5.1.2 Hofstede's Collectivist Versus Individualist Styles of Learning
112(2)
5.2 East versus West Dichotomy and Stereotyping
114(2)
5.2.1 Eastern versus Western Learning Traditions
114(1)
5.2.2 Cultural Perceptions versus Stereotyping
115(1)
5.3 Hofstede's Cultural Systems and Learning Styles: The Conceptual Link
116(4)
5.3.1 Hofstede's Cultural Systems Theory and Kolb's Experiential Learning Theory
111(8)
5.3.2 Hofstede's Cultural Systems Theory and Intellectual Styles: The `Most Obvious' Choice
119(1)
5.4 Cultural Learning Styles and Language Education
120(5)
5.4.1 Reid's Perceptual Learning Style Model and Language Learning
121(2)
5.4.2 Cultural Learning Styles and Language Learning
123(2)
5.5 Cultural Learning Styles: Connecting East and West
125(8)
5.5.1 Cultural Learning Styles: The Concept
125
5.5.2 Fascination with Hofstede's Cultural Systems Theory
121(7)
References
128(5)
6 Cultural Learning Styles and Asian Learning Styles
133(24)
6.1 Asian Learners and Chinese Learners
134(4)
6.1.1 Chinese Learners
134
6.1.2 Asian Learners
131(7)
6.2 Confucian Culture and Asian Learning Styles
138(5)
6.2.1 Confucian Heritage Culture
138(2)
6.2.2 Confucian Learning Tradition and Chinese Learning Styles
140(3)
6.3 Asian Learning Style as a Cultural Learning Style
143
6.3.1 Features of Asian Learning Styles
143(1)
6.3.2 Asian Learning Styles Structured in Cultural Learning Styles
144
6.4 Asian Learners and Asian Learning Styles: Some Misconceptions
141(11)
6.4.1 Memorising as a Learning Strategy and a Learning Process
148(1)
6.4.2 Group Learning Strategies versus Group Learning Styles
149(2)
6.4.3 Cooperating with Others versus Cooperative Learning Styles
151(1)
6.5 Cultural/Asian Learning Styles: Balance and Cohesiveness
152(5)
References
153(4)
7 Cultural Learning Styles and Teachers' Teaching Styles
157(21)
7.1 Learning/Teaching Styles versus Learning/Teaching Approaches
158(3)
7.1.1 Learning Styles versus Learning Approaches
158(1)
7.1.2 Teaching Styles versus Teaching Approaches
159(2)
7.2 Cultural Learning/Teaching Styles and Teaching Approaches
161(2)
7.2.1 Teaching Styles: A Reflection of Learning Styles
161(1)
7.2.2 Alignment with Teaching Approaches
162(1)
7.3 When Cultural Learning Styles Click with Teachers' Teaching Styles
163(5)
7.3.1 Matching Cultural Learning Styles and Teaching Styles
163(3)
7.3.2 Switching between Cultural Learning Styles and Teaching Styles
166(2)
7.4 A Curriculum Empowered by Cultural Learning/Teaching Styles
168(10)
7.4.1 Alignment with Sociocultural Curriculum Approach
168(2)
7.4.2 Transforming Education Philosophy
170(2)
7.4.3 Bridging Eastern and Western Styles of Learning
172(2)
References
174(4)
8 Cultural Learning Styles and Collaborative Learning
178(23)
8.1 Cultural Learning Styles: From Trait to State
179(5)
8.1.1 Learning Styles on the Trait-or-State Continuum
179(3)
8.1.2 Learnability, Adjustability and Adaptability
182(2)
8.2 Cultural Learning Styles: A Matter of Difference
184(5)
8.2.1 Heeding Individual Differences
185(1)
8.2.2 Individuality and Uniqueness
186(2)
8.2.3 Awareness and Reinforcement
188(1)
8.3 Cultural Learning Styles: A Matter of Style
189(3)
8.3.1 Learners' Personal Design with Creativity
189(2)
8.3.2 Programme Design with Art of Flexibility
191(1)
8.4 Cultured Learning Styles: A Matter of Collaboration
192(9)
8.4.1 Cultural Learning Styles: A Concept for Collaboration
192(2)
8.4.2 Cultural Learning Styles: A Concept for Harmony and Peace
194(2)
References
196(5)
Afterword 201(1)
References 202
Lynne N. Li is a teacher of Chinese/English language, a researcher in languages, cultures and learning styles, and a scholar seeking to bridge gaps in cultures, ideologies, theories and practices for collaborative and harmonious learning and teaching. She is a former senior lecturer in the School of Global, Urban and Social Studies at RMIT University, Australia.