초록
영어
The purpose of this paper is to compare learning styles of foreign and second language learners, and to discuss teaching styles of English teachers in ESL and EFL settings, on the basis of classroom observation and questionnaire surveys, and to suggest effective techniques for adjusting teaching styles in EFL classrooms. The result of analyzing classroom and questionnaire showed that ESL students were sensing, visual, active and global learners, but that sequential and active learners were found in EFL course. In addition, ESL teacher had a tendency for formal authority and personal models, while the EFl teacher showed some characteristics of an expert model. In this situation, it is more desirable for ESL/EFl teachers to strive for a balance of teaching styles to match various learning styles. They should introduce a variety of classroom activities within a framework of learnerdirected communicative approaches to language teaching with special reference to cooperative or participatory language teaching.
목차
1. Introduction
2. Literature Review
2.1 What are Learning Styles and Types of Learning Styles?
2.2 What are Teaching Styles and Types of Teaching Styles?
3. What are Characteristics of Learning and Teaching Styles in ESL/EFL Classrooms?
3.1 Research Methodology
3.2 Analysis of Classroom Observation and Questionnaires
4. Discussion
4.1 Which perspective is useful for ESL/EFL teachers, matching or mismatching?
4.2 What are effective techniques for attuning learning styles in EFL classrooms?
5. Conclusion
References