yong321 wrote:Iversen said:
> So I definitely have a learning style, but it is an open question whether it is caused by my genes, by early experiences with people
Iversen's view of learning styles is different
Your definition of "style" is different from the researchers' definition. According to the quote in reineke's message:
"Impoverished linguistic input by allowing only one modality, for example only acoustic or visual input—the so called learning style (Pashler et al., 2008) of the student—reduces the chances of acquiring words."
That "learning style" refers to allowing only one modality of input and rejecting other modalities. That's an unrealistic way to learn a language not practiced by anyone in the world. It hardly needs research to understand the obvious fact that it is inferior to a multi-modality learning..
Millions of people study vocabulary through word lists, textboooks and text-based flashcards. In classrooms students may be asked to recognize new words through listening activities but it is no secret that educated adults prefer to build their vocabulary through textual resources. I'd say that most learners purposely memorize vocabulary. Even Paul Nation advocates studying some vocabulary out of context:
"•What deliberate learning should you do? You need to organize your own deliberate learning. The most important deliberate learning activity is using word cards (see Activity 5.1). You need to take control of this very effective activity and keep using it to learn new vocabulary and even more importantly to keep revising previously met vocabulary. You may find that some teachers advise against using this strategy largely because of the belief that all vocabulary learning needs to occur in context. They are wrong. It is important that there is vocabulary learning in context through meaning-focused input, meaning-focused output, and fluency development, but it is also important that there is deliberate decontextualised learning through the use of word cards, because such learning is very efficient and effective."
Conti:
Patterns first – why you should ‘ditch’ word lists, traditional grammar rules and…your textbook
"Learning single words, from word lists, e.g. the ones found in textbooks or that many teachers upload to Quizlet or Memrise is a clumsy and inefficient way of learning a language. "
" Masses of research indicate clearly that extensive" exposure to phonological, collocational, morphological and syntactic patterns does sensitise learners to them. Unlike it is common practice in many modern language classrooms these days, students should process the target chunks/patterns as extensively as possible before having a go at deploying them in oral or written production."
"Autonomous learning of patterns as the ultimate foundation for successful L2 life-long learning
Students must become effective pattern-recognizers and pattern-deployers."
https://gianfrancoconti.wordpress.com/P.S. I don't use word cards. Nothing to do with Conti. I'm my own man.