LEARNING STYLE
المؤلف:
John Field
المصدر:
Psycholinguistics
الجزء والصفحة:
P148
2025-09-08
396
LEARNING STYLE
An approach to learning determined by the personality or the cognitive bias of the learner. In studies of language acquisition, learning style is taken as evidence of the part played by individual factors.
For Nelson (1973), most infants adopt a referential style in acquiring vocabulary. Their first 50 words include a high proportion of nouns and appear to reflect a strategy of naming entities. Referential infants are said to respond well to contacts with adults and to build up their language in a ‘bottom-up’ way which is reliant upon single words. Vocabulary increase during the first year of life is usually rapid.
By contrast, the first 50 words of a minority of infants, classified as expressive learners, contain more verb-like forms. This group tends to produce a larger proportion of unanalysed strings of words, which they later break into their constituents. They tend to interact more with other children than with adults.
The single word/multiple word distinction is made by other commentators, who note that some children show evidence of an analytical style, acquiring words and then building them into larger units, while others manifest a holistic or Gestalt style, acquiring chunks of language which they later deconstruct into words.
A similar distinction may apply to second language learners, though here an important factor is whether the learner is learning through instruction or naturalistically. Second language learners have also been characterised as risk-takers anxious to achieve communication, and risk avoiders who are reluctant to engage in conversation unless they are sure that their language is accurate. A further distinction recognises that some language learners learn best by inductive methods (generalising from examples) while others learn best deductively (applying rules to situations of use).
Further reading: Foster (1990); Peters (1983)
الاكثر قراءة في Linguistics fields
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