group 11

NAME : ANITA

  ROSDIANA

GROUP: 11

Left- and Right-Brain Dominance

Left- and right- brain dominance is a potentially significant issue in developing a theory of second language acquisition. As the child’s brain matures, various functions become lateralized to the left or right hemisphere. The left hemisphere is associated whit logical, analytical thought, with mathematical and liner processing of information. The right hemisphere perceives and remembers visual, tactile, and auditory images. It is more efficient in processing holistic, integrative, and emotional information. While we can cite many differences between left- and right- brain characteristics, it is important to remember that the left and right hemispheres operate together as a “team.” While right-brain- dominant learners appeared to be more successful in an inductive classroom environment. Stevik (1982) concluded that left-brain- dominant second language learners are better at producing separate words, gathering the specifics, classification, carrying out sequences of operations, and dealing with abstraction, labelling, and reorganization.

Reflectivity and Impulsivity

It is common for us to show in our personalities certain tendencies toward reflectivity sometimes and impulsivity at other times. Psychological studies have been conducted to determine the degree to which, in the cognitive domain, a person tends to make either a quick or gambling (impulsive) guess at an answer to a problem or a slower, more calculated (reflective) decision. The implications for language acquisition are numerous. It has been found that children who are conceptually reflective tend to make fewer errors in reading than impulsive children (kagan, 1965). A few studies have related R/I to second language learning. Doron (1973) found that among her sample of adult learners of ESL in the United State, reflective students were slower but more accurate than implosive students in reading. R/I has some important considerations for classroom second language learning and teaching.

Visual, Auditory, and kinesthetic Style

Visual learners tend to prefer reading and studying charts, drawings, and other graphic information. Auditory learners prefer listening to lecturers and audiotapes. And kinesthetic learners will show a preference for demonstrations and physical activity involving bodily movement. In one study of adult learners of ESL, Joy Reid (1987) found some significant cross-cultural differences in visual and auditory styles. By means of a self-reporting questionnaire, the subjects rated their own preferences. The students rated statements like “when I read instructions, I learn them better” and “I learn more when I make drawings as I study” on a five-point scale ranging from “strongly agree” to “strongly disagree”.Research findings on learning styles underscore the importance of recognizing learners varying preferences. However, teachers must take a cautious approach. Measurement of style preferences (usually by means of self-check questionnaires) is problematic (Ehrman& Leaver, 2003). The fact that learners styles represent preferred approaches rather than immutable stable traits means that learners can adapt to varying contexts and situations.