NAME : ANI SUKMA SARI (2130730015)
: FATHIMATUZZAHROH (2130730018)
CLASS : IVA
SUBJECT : TEACHING AND LEARNING
GROUP : 5
PROCESS,
STYLE, AND STRATEGY
Before
conducting the process of teaching and learning second language, we ought to
know the explanation about what is process, what is style, and what it is
strategy itself. For example, likes to refer to strategies that are habitual
and no longer in the learner’s conscious control as “processes” , and so it is
important to be careful in defining these terms here at the outset (Cohen/1998).
[
Process is characteristic of human being. Everyone has some degree of aptitude
for learning of second language that may be described by specified verbal
learning process. We all process in varying proportions, abilities in a
multiplicity of intelligences.
[
Style is a term that refers to consistent and rather enduring tendencies or
preferences within an individual. Styles are those general characteristics of
intellectual functioning and personality type as well. So styles vary across
individual.
[
Strategies are specific methods of approaching a problem or task, mode of
operation for achieving a particular end, planned designs for controlling and
manipulating certain information. Define second language learning strategies as
“specific action, behaviors, steps, or techniques used by students to enhance
their own learning” (Oxford &Ehrman/1998,p.8).
LEARNING
STYLE
In
learning process, we know that learners have different learning styles. They
may be categorized as learners who have much ambiguity tolerance. Moreover,
when they are attending classroom, they may predisposed to have dominance
whether they are good in left-brain or right-brain style. Additionally,
learners also have specific character – reflective and impulsive.
The
way we learn things in general can be called as cognitive style whereas
affective style and physiological factors are intermingled. These learning
styles are very useful for how learners perceive, interact with one another,
and give respond in learning process. Furthermore, learning styles mediate
between emotion and cognition. For instance, a reflective person tends to has
reflective mood. In contrast to reflective, an impulsive person has an
impulsive emotional state. People’s styles are affected by their environment as
well. We may know that an“intelligent” and “successful” person is one who can
balance both ends of a style continuum. Some researchers are successful to
identify the nine different styles – field independence vs. dependence, random
vs. sequential, global vs. particular, inductive vs. deductive, synthetic vs.
analytic, analogue vs. digital, concrete vs. abstract, leveling vs. sharpening,
impulsive vs. reflective. In addition, there are three factors including left-
and right- brain styles, ambiguity tolerance, and visual/ auditory/kinesthetic
styles.
FIELD
INDEPENDENCE
Field
independence is your ability to perceive a particular, relevant item or factor
in “field” distracting items.
In general psychological terms, which field may be perceptual, or it may be
more abstract and refer to a set of thoughts, ideas, or feeling from your task
is to perceive specific relevant subject. Field dependence is conversely the tendency
to be “dependent” on the total field so that the parts embedded within the
field are not easily perceived, although that total field is perceived more
clearly as a unified whole. It has been found in Western culture that males
tend to be more FI, and that FI is related to one of three main factors
traditionally used to define intelligence “the analytical factors”, but not the
other two factors (verbal comprehension and attention concentration). It is clear that both FI and FD are necessary
for most of the cognitive and affective problems we face.
Field
independence learners tend to be more independent, competitive, and
self-confident whereas field dependence learners predisposed to be more
socialized, to derive their self-identify from persons around them, and are
usually more emphatic and perceptive of the feelings and, thoughts of others.
However, field independence is closely related to classroom learning that
involves analysis, attention to details, and mastering of exercises, drills,
and other focused activities. Chappelle and Roberts(1986) found support for the
correlation of a F1 style with language success as measured
both by traditional, analytic, paper-and-pencil tests and by an oral interview.
Moreover, according to Johnson, Prior, and Artuso (2000), a more
field-dependent style was associated with better performance on second language
communicative measures.FID may also prove to be a
valuable tool to differentiating child and adult language acquisition. The
child, more predominantly FD, may have a cognitive style advantage over the
more FI adult. Psychology originally viewed FID as relatively stable
characteristics in adults. Logically and observationally, FID is quite variable
within one person. Depending upon the context of learning, individual learners
can vary their utilization of FI or FD. In second language learning, then, it
may be incorrect to assume that learners should be either FI or FD. It is more
likely that persons have general inclinations, but given certain context, can
exercise a sufficient degree of an appropriate style. The burden on the learner
is to invoke the appropriate style for the context. The burden on the teacher
is to understand the preferred style of each learner and to sow the seeds for
flexibility.
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