【正文】 te. 4． Encourage the students to find more factors to add to the list. For instance, the learner’s past learning experience, family influence, peers’ opinions and so on. Activity 5 What is learning style preference? Notes for the teacher: 1. What are learning style preferences? Learning style preference describes the individual learner’s overall approach to learning and the ways in which information is received, processed, and stored They are the individual learning preferences which orient learners to pletion of a task。 in this case learning a foreign language. According to Oxford, language learning style enpasses four aspects of the learner: A. cognitive style, . preferred or habitual patterns of mental functioning。 B. patterns of attitudes and interests that affect what an individual will pay most attention to in a learning situation。 C. a tendency to seek situations patible with one’s own learning patterns。 4 D. a tendency to use certain learning strategies and avoid others. Sometimes preferences are strong, but they can change. They are not positive or negative traits, but simply preferences. We all learn in many different ways, depending on different factors, including characteristics of the person and those of the particular learning situation. 2. Learning style preferences can summarized as follows: A. Perceptual learning styles: . visual: observe/see written word: read/write listening: hear/say activity: do/experience B. Cognitive learning styles . field dependence. Independence global/analytic concrete/abstract impulsive/reflective C. Psychological type( personality) . introversion/extraversion sensing/intuition thinking/feeling judging/ perceiving tolerance/intolerance for ambiguity 3. Where do our preferences e from? A. personal traits B. culture C. learning experience( especially school) D. friends and family (who often give advice, ideas, suggestions for the ―best way to learn) 4. Why are learning preferences important to the students? A They allow us to understand and anize our learning. We can improve our chances of learning something well by know how we learn most fortably, quickly and easily. more ways we can learn fortably, the better. Flexibility! least amount of time needed to learn, the better. Efficiency! E. The more easily you can learn, the better. Effectiveness! 5. Why are learning preferences important to the teacher? An understanding of our own learning style preferences as teachers can provide us with an increased awareness of the learning process. We can learn a lot about our students 5 by looking at our own learning styles. It is important for the teacher to understand the students’ learning style preferences, which will help designing activities that cover a broad range of learning styles. Activity 6 What is my learning style preference? How can we assess our learning styles? In Activity 6 Learning Style Survey－ Assessing you own learning styles (Cohen et all) is one of the tools we may use to assess the general approach to learning. Remember it does not predict your behavior in every instance, but it is a clear indication of your overall style preferences. There are eleven major activities representing twelve aspects of your learning style. Generally it takes about 30 minutes to plete the survey. You may take it an afterclass assignment for the students and have them plete all the items. Activity 7 How should I tap my language learning potentials? 1. After the students plete all the items and get their points in each part, they will find out the higher or highest number in each part shows their learning preferences. 2. Put the students into groups of 34 and have them go over the summaries of the characteristics of various learning styles on Page 1(Some of the students may disagree with the summaries. If this is the case, assure them these characteristics were synthesized from a variety of sources and merely provide examples of learning style preferences.) 3. Monitor the groups and answer questions as appropriate. Sources: Brown, . (2020) Principles of Language Learning and Teaching. (4th edn.) New York: Longman (Formerly New Jersey: Prentice Hall). LarsonFreeman, D. and Long, M. (1991) An Introduction to Second Language Acquisition Research. London: Longman. Lightbown, P. M. and Spada, N. (1999) How Languages are Learnt. (2nd edn.) Oxford: OUP. O39。Malley, J. M., Chamot, A. U., StewnerManzanares, G., Kupper, L. and Russo, R. P. (1985a) 39。Learning strategies used by beginning and intermediate ESL students39。. Language Learning 35:2146. O39。Malley, J. M., Chamot, A. U., StewnerManzanares, G., Russo, R. P. and Kupper, L. (1985b) 39。Learning strategy applications with students of English as a second language39。. TESOL Quarterly 19:55784. 6 Rubin, J. (1975) 39。What the 39。good language learner39。 can teach us39。. TESOL Quarterly 9:4151. Willis, D. (2020) Second Language Acquisition. Birmingham: University of Birmingham. Unit 2 Communicating across Cultures Answers to questions for warmup activities: 1. Silence has different meanings in different cultures and subcultures. The Greeks intended silence as a refusal。 the Egyptians interpreted silence as consent. In Japan, silence can mean ―I don’t like your idea,‖ but it can also mean ―I’m thinking,‖ Knowing this is essential for international negotiators. Reading Incident 1 through a US lens, you might think that the Japanese customer was happy and perhaps even used silence deliberately. Not so! In fact, he was deeply disappointed by the poor negotiation. Relationships are far more important than the price in Japan. How could someone be so impatient? The Japanese value the ability to sit quietly