7/25/2019 Learning Strategies and Learning Styles

1/2

The relevance of learning strategies and the tendency of learner styles when

learning English at Notre Dame Seishin University

Thesis presentation

Eriko Uchida 031016

Summary

In todays world, English holds an important place because it is becoming a world

language. It is a kind o tool to connect so many dierent races. !ow in "apan, as society

is getting more global, most students ha#e been spending so much time learning English.

$earning strategies help learners learn easier, aster, more en%oyably more sel directed,

more eecti#ely, and make their learning more transerable to new situations. In this

thesis, I looked in detail at learning strategies classiied into 6 groups& Memory,

Cognitive, Compensation, Metacognitive, Affectiveand Socialstrategies.

'nd also, I mentioned the dierent types o learners. (ierent researchers deined the

learner dierently . )eith *illing categori+ed our types o learners Convergers,

-onormists, -oncrete, and -ommunicati#e learners. Convergerspreer to a#oid being

in a group and they are independent and conident in their own abilities. Conformists

preer to learn about language rather than learning to use it. /hey preer to be instructed

what to do by wellorgani+ed teacher. Concretelearners like to learn rom their direct

eperience though they are like conormists. /hey like group work and they preer to

learn by interacting with others. Communicative learners are completely happy to

operate without guidance o a teacher and they are comortable out o classes so they

preer to learn rom watching /2, listening to music in the new language.

Research uestions

1. to ind out what kind o learners are there in this uni#ersity

. to ind out how many learning strategies they use

3. to see i there are any dierences o re4uency o using learning strategies

among those dierent types o learners.

7/25/2019 Learning Strategies and Learning Styles

2/2

The uestionnaire

5ub%ects /he sub%ects were 6 emale students in !otre (ame 5eishin Uni#ersity who

were learning English. /heir ages were rom 1 to years old and they

ma%ored in English and English literature. /he greater number o thesub%ects were reshman and sophomores.

/est design 7irst, I asked the background o the sub%ects to disco#er their age, years o

learning English, the years o spending in another country and the

moti#ation towards learning English. /hen, I asked 89 4uestions

concerned with learning strategies. I got those 4uestions rom the book

:;ord, rocedure In order to collect a lot o data, I asked the sub%ects to take some time to

answer the 4uestionnaire in class. 'ter collecting some data, I put them

into Ecel and made charts. /hen I analy+ed them to classiy each

strategy group.

Results /able 1 5ub%ects who report the use o the strategy eithersomewhat, usuallyor always

-on#ergers -onormists -oncrete -ommunicati#e8.9? 18.9? !"#$? .@?

/able /he number o times a strategy was reported

-on#ergers -onormists -oncrete -ommunicati#e

196A 109@ %%&% 1A66

1. 38.9? o the sub%ects were -oncrete learners in this English department.

. -oncrete learners used the most learning strategies

3. -on#ergers and -ommunicati#e learners also use many learning strategies.;n the other hand, -onormists did not use so many strategies.