Name :
Nita Wahyuni
Ayu Wandyra
Group
: 14
Style
and strategies
Process,
style, and strategy
Process is the most of
the three concepts and was crucial the focus of the previous chapter. Every
human being need process to reach someting or process in life.Every human being
has degree of aptitude for learning a
second language actually process has big influence in learning proces second
language. We all possess in varying proportions and abilities. Process is
characteristic of every human being.
Style is term that refers consistent and rather
enduring tendencies within an individual.styles has character or intellectual
function to make different from you and someone else.
Stategies are specifics method of
approaching a problem, modes of operation for achieving a perticular end,
planned designed for controlling and manipulating certain information. If we
have studies about styles and strategies in second language we can get benefit
by understanding.
Learning
Style
There
are some style in learning and the way we learn things in general and the way
we attack a problem seem to hinge on a rather amorphous link between
personality and cognition; this link is referred to as cognitive style. When
cognitive styles are apecifically related to an educational context. Where
affective and physiological factors are intermingled they are usually more
generally referred to as learning style. Learning style migght be thought of as
“ cognitive, affective, and physicological traits that are relatively stable
indicators of how learners perceive, interract with, and respon tto the
learning environtment”(Keefe, 1979, p.4). Learning style mediate between
emotion and cognition, as you will soon discover. For example , a refleective
style and impulsive style. Other researchers
(Brown,2002;Reid,1995;Daniel,1988;Chapelle and
Roberts,1986;Chapelle,1983;Stevick,1982) have added yet other factors,
including left and right-brain styles, ambiguity tolerance and
visual/auditory/kinesthetic styles, to the list of potential significant
contributors to succesful acquisition. Five of these have been selected because
of their relevance to teaching for consideration in the next sections.
FIELD
INDEPENDENCE
The researchers,
Witkin (1973) describes field independence as “an analytical, in contrast to
global, way of perceiving which entails a tendency to experience items as
discrete from their backgrounds and reflects ability to overcome the influence
of an emb.
When confronted
with problems, some learners are good at extracting things from the context and
are usually immune to the surroundings and others, more typically they prefer
to handle it in a more analytical way. In contrast, people are termed field
dependence if they cannot abstract an element from its context, or background
field. In the field of language learning.
The field independents excel in
classroom learning which involves analysis, attention to details, and mastering
of exercises, drills, and other focused activities.
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