1、 Matching Teaching Styles with Learning Styles in East Asian Contextsd by her Vietnaese lleagues that her attepts ere in ppsitin t the prevalent teahing styles in Vietna. Jenny had speialized in applied linguistis fr a lng tie and as ell trained in the TESL area in U.S.A. But all f a sudden, it seee
2、d that all her teahing petene and experiene had bee useless in suh a untry here she had never been befre. Analyzing the Exaples The abve stateents are representative f serius isathes beteen the learning styles f students and the teahing style f the instrutr. In a lass here suh a isath urs, the stude
3、nts tend t be bred and inattentive, d prly n tests, get disuraged abut the urse, and ay nlude that they are nt gd at the subjets f the urse and give up (xfrd et al, 1991). Instrutrs, nfrnted by l test grades, ay bee vertly ritial f their students r begin t questin their n petene as teahers, as exepl
4、ified by the Jennys ase abve. T redue teaher-student style nflits, se researhers in the area f learning styles advate teahing and learning styles be athed (e.g. Griggs Dunn, 1984; Sith Renzulli, 1984; harkins et al, 1985), espeially in freign language instrutin (e.g. xfrd et al, 1991; allae xfrd, 19
5、92). Kuaravadivelu (1991:98) states that: “ the narrer the gap beteen teaher intentin and learner interpretatin, the greater are the hanes f ahieving desired learning utes“. There are any indiatins (e.g. Van Lier, 1996; Breen, 1998) that bridging the gap beteen teahers and learners pereptins plays a
6、n iprtant rle in enabling students t axiize their lassr experiene. Purpse f this Artile This artile desribes ays t ake this athing feasible in real-life lassr teahing in East Asian and parable ntexts. The assuptin underlying the apprah taken here is that the ay e teah shuld be adapted t the ay learn
7、ers fr a partiular unity learn. But befre explring h the teahing styles and learning styles an be athed, let us first exaine traditinal East Asian students learning style preferenes in dealing ith language learning tasks. Traditinal East Asian Learning Styles Traditinally, the teahing f EFL in st Ea
8、st Asian untries is dinated by a teaher-entered, bk-entered, graar-translatin ethd and an ephasis n rte ery (Liu Littled, 1997). These traditinal language teahing apprahes have resulted in a nuber f typial learning styles in East Asian untries, ith intrverted learning being ne f the. In East Asia, s
9、t students see knledge as sething t be transitted by the teaher rather than disvered by the learners. They, therefre, find it nral t engage in des f learning hih are teaher-entered and in hih they reeive knledge rather than interpret it. Arding t Harshbarger el al (1986), Japanese and Krean students
10、 are ften quiet, shy and retient in language lassrs. They dislike publi tuh and vert displays f pinins r etins, indiating a reserve that is the hallark f intrverts. hinese students likeise nae “listening t teaher “as their st frequent ativity in senir shl English lasses (Liu Littled, 1997). All thes
11、e lais are nfired by a study nduted by Sat (1982), in hih she pared the partiipatin f Asian students in the lassr interatin ith that f nn-Asian students. Sat fund that the Asians tk signifiant feer speaking turns than did their nn-Asian lassates (36.5% as ppsed t 63.5%). The teaher-entered lassr tea
12、hing in East Asia als leads t a lsure-riented style fr st East Asian students. These lsure-riented students dislike abiguity, unertainty r fuzziness. T avid these, they ill seties jup t hasty nlusins abut graar rules r reading thees. any Asian students, arding t Sue and Kirk (1972), are less autnus,
13、 re dependent n authrity figures and re bedient and nfring t rules and deadlines. Harshbarger at al (1986) nted that Krean students insist that the teaher be the authrity and are disturbed if this des nt happen. Japanese students ften ant rapid and nstant rretin fr the teaher and d nt feel frtable i
14、th ultiple rret ansers. That is hy Asian students are relutant t “stand ut“ by expressing their vies r raising questins, partiularly if this ight be pereived as expressing publi disagreeent (Sng, 1995). Perhaps the st ppular East Asian learning styles riginated fr the traditinal bk-entered and graar
15、-translatin ethd are analyti and field-independent. In st f reading lasses, fr instane, the students read ne rds alud, iitating the teaher. The teaher explains the entire text sentene by sentene, analyzing any f the re diffiult graar strutures, rhetri, and style fr the students, h listen, take ntes,
16、 and anser questins. xfrd Burry-Stk (1995) states that the hinese, alng ith the Japanese, are ften detail-and preisin-riented, shing se features f the analyti and field-independent styles. They have n truble piking ut signifiant detail fr a elter f bakgrund ites and prefer language learning strategi
17、es that invlve disseting and lgially analyzing the given aterial, searhing fr ntrasts, and finding ause-effet relatinship. Anther harateristially East Asian learning style is visual learning. In an investigatin f sensry learning preferenes, Reid (1987) fund that Krean, hinese and Japanese students a
18、re all visual learners, ith Krean students ranking the strngest. They like t read and btain a great deal f visual stiulatin. Fr the, letures, nversatins, and ral diretins ithut any visual bakup are very nfusing and an be anxiety-prduing. It is bvius that suh visual learning style stes fr a traditina
19、l lassr teahing in East Asia, here st teahers ephasize learning thrugh reading and tend t pur a great deal f infratin n the blakbard. Students, n the ther hand, sit in rs faing the blakbard and the teaher. Any prdutin f the target language by students is in hral reading r in lsely ntrlled teaher-stu
20、dents interatin (Sng, 1995). Thus, the pereptual hannels are strngly visual (text and blakbard), ith st auditry input lsely tied t the ritten. lsely related t visual, nrete-sequential, analyti and field-independent styles are the thinking-riented and refletive styles. Arding t Nelsn (1995), Asian st
21、udents are in general re vertly thinking-riented than feeling riented. They typially base judgeent n lgi and analysis rather than n feelings f thers, the etinal liate and interpersnal values. pared ith Aerian students, Japanese students, like st Asians, sh greater refletin (ndn, 1984), as shn by12345下一页
