Group 14

Name                   : Nita Wahyuni(2130730019)

                             : Ayu Wandyra(2130730009)

Group                  : 14

Left and Right Brain Dominant

            Left and right brain dominance is a potentially significant issue in developing a theory of second language acquisition. Especially, in chilrend’s brain has different functions or matures become lateralized to the left or right hemisphere. How left and right brain has influence in learning especially learn second language. Half of the brain left are connection with logical, analytical thought with mathematical and linear processing of information. Half of the brain right are connection to perceives and remembers visual, tactile, and auditory images; it is more efficient in processing holisctic, integrative, and emotional information. When we find the different of left and right brain, it is crucial to remember that the left and right brain hemisphere operate together as a “team”. Moreover, left and right brain has benefits to support for second language learning and teaching. Krashen, Seliger, and Hartnet (1974) found support for the hypothesis that left-brain dominant second language learners preferred a deductive style of teaching.While right-left brain dominant learners appeared to be more successful in an inductive classroom environtment.

Ambiguity Tolerance

            A third style concerns the degree to which you are cognitively willing to tolerate ideas and proposition that run counter to your own belief system or structure of knowledge. In second language learning a great amount of apparently contradictory information is encountered. Successful language learning  should tolerance of such ambiguities at least for inttim periods or stages, during which time ambiguous items are given a chance to become resolved.Tolerance of ambiguity (TA) has been shown to have a strong positive correlation with successful second language learning in many studies. Unlike some learning styles, such as reflectivity/impulsivity and left- /right-brain dominance, the other end of the spectrum—intolerance or low tolerance of ambiguity—has not been shown to be beneficial to language learning in any way. Instead, the low-TA learner is considered easily overwhelmed, quick to reject language concepts that don’t fit a known rule, and generally less likely to be a successful language learner.

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 (R     reflective) decision. An intuitive style implies an approach in which a person makes a number of different gambles on the basis of “hunches” with possibly several successive gambles before a solution is achieved. It has been found that children who are conceptually reflective tend to make fewer errors in reading than impulsive children (kagan, 1965); however, impulsive persons are usually faster readers, and eventually master the “psycholinguistic guessing game” (goodman, 1970) of reading so that their impulsive style of reading may not necessarily deter to gamble at an answer.

Visual, auditory, and kinesthetic styles

            Yet another dimension of learning style one that is salient in a formal classroom setting is the preference that learners show toward either visual, auditory and/or kinesthetic input. Visual learners tend to prefer reading and studying charts, drawings, and other graphic information. Auditory learners prefer listening to lectures and audiotapes. And kinesthetic learners will show a preference for demonstrations and physical activity involving bodily movement. Of course, most successful learners utilize both visual and auditory input, but an important factor for classroom instruction. In one study of adult learners of ELS, Joy Reid (1987) found some significant cross-cultural differences in visual and auditory styles. By means of a self reporting questionnaire, the subjects 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”.