Learning Styles are a Myth but Individual Abilities are Real 🎓🌱

Debunking learning styles and embracing individual abilities in second language learning

Learning styles are the idea that people have particular ways of learning, such as visual, auditory, reading/writing, or kinesthetic. In high school, I considered myself an aural learner, took minimal notes in class, and focused on lectures instead. Imagine my bewilderment when it wasn't as effective as I thought when I reached the college level (not the quickest bunny in the race, I know).

Then, in grad school, I learned that many experts dismissed learning styles as a myth or misconception. However, the persistence of learning styles has been so prevalent that it is similar to the Myers-Briggs Personality Type system, which was refuted years ago but remains wildly popular. 💀

Why is believing in learning styles detrimental, especially in language learning? 

Limited Resource Allocation: Concentrating on learning styles may restrict our exploration of better strategies, approaches, and resources for studying. As a result, we might waste time, energy, and assets that could have been used more efficiently to gain valuable language learning experiences.

Overlooking Individual Variations: Every learner has unique traits, and while they may show particular preferences or strengths, it doesn't mean they're confined to just one or two learning styles. By focusing on learning styles, we neglect other individual differences like motivation, previous knowledge, and cultural background. This oversight might prevent us from identifying vital elements for successful language acquisition. Embracing the diverse nature of learners and addressing their specific needs is essential.

False Self-Perception: Adopting learning styles can lead to a fixed mindset about language learning abilities. For example, suppose someone sees themselves as a "visual learner" but struggles with auditory aspects of language learning. In that case, they may feel discouraged and believe they lack the natural talent for that area. This mindset can hinder their motivation and self-confidence, ultimately limiting their progress.

🔸 Side Note: While specific learning styles might be overstated, it is still essential to consider individual preferences and strengths when approaching language learning. For instance, some people may find it easier to remember vocabulary by using Anki flashcards with images (visual). In contrast, others might prefer listening to native speakers or recording their voice (aural). The key takeaway is that individuals should ✨experiment with various methods and strategies✨ to find the best for them in language acquisition. You never know what may actually work for you if you don’t try it out.

What about our individual abilities in second language learning?

Considering the current discussion surrounding the lack of effectiveness of learning styles, it would be more appropriate to focus on personalizing the learning approach according to one's interests, needs, and strengths rather than strictly adhering to a specific learning style model.

Individual abilities refer to inherent traits or natural talents that affect a person's ability to learn a second language effectively. These factors can significantly impact the pace at which individuals acquire new languages and their overall proficiency levels. Some common language learning strengths include:

Language aptitude: An individual's natural ability to quickly learn and understand new languages. It often includes skills like phonetic coding, grammatical sensitivity, and memory capacity.

Memory: A strong memory is crucial for retaining vocabulary, grammar rules, and complex language structures. People with excellent short-term and long-term memory may find it easier to learn a second language.

Phonetic awareness: The ability to recognize, reproduce, and manipulate a language's sounds greatly influences language acquisition.

Metalinguistic awareness: The ability to think about and analyze language on an abstract level helps understand grammatical rules and develop problem-solving strategies in language learning.

Cognitive flexibility: Individuals with cognitive flexibility can quickly adapt their thinking patterns, making it easier to understand new grammar rules or switch between languages without confusion.

Attention span: An individual's attention span affects their ability to concentrate on learning tasks for extended periods without getting distracted or bored.

Emotional intelligence: Emotional intelligence helps people connect with others by understanding emotions and non-verbal cues in communication - this skill is highly beneficial when engaging in conversations while learning a new language.

Cultural competence: An appreciation for cultural differences aids in understanding context within a foreign language which ultimately supports effective communication.

Motivation: Motivation is not exactly an inherent trait but can be developed over time. A highly motivated individual tends to be more persistent and dedicated when learning a new language.

🤔💭 What do you think your individual abilities are? I’d love to know!

To sum things up, language learning abilities are often diverse and non-exclusive, with many individuals exhibiting a blend of these traits. Acknowledging that each person possesses distinct strengths and weaknesses that may influence their aptitude for acquiring a second language is crucial. Throughout the language acquisition process, individuals usually exhibit different areas of strength and aspects requiring improvement. One must capitalize on their strengths to optimize learning effectiveness while addressing areas needing improvement. By tailoring our approach and applying deliberate practice and dedication, we can enhance our existing strengths, refine the skills that we struggle with, and eventually attain a well-rounded command of the languages we choose to learn.

📚The research: Susan Ervin-Tripp, Stephen Krashen, Rod Ellis, Merrill Swain, Anita Wenden, and Zoltán Dörnyei each have various research contributions to the field of second language acquisition. Although their work may not focus solely on individual strengths in language learning, they each bring unique perspectives and theories that can contribute to understanding individual differences. Here’s a brief overview of their research:

1. Susan Ervin-Tripp: Her research primarily focused on bilingualism and the relationship between cognitive development and language use in bilingual children. She studied code-switching, which is the practice of alternating between languages in conversation, and how it reflects an individual’s socialization and cognitive processes.

2. Stephen Krashen: He is best known for his Input Hypothesis (or Comprehensible Input) and his Monitor Model, which consists of five hypotheses: the Acquisition-Learning distinction, the Natural Order hypothesis, the Monitor hypothesis, the Input hypothesis, and the Affective Filter hypothesis. These hypotheses emphasize that successful language acquisition depends on factors such as comprehensible input exposure, low anxiety levels, and an individual’s internal “monitor” for self-correction.

3. Rod Ellis: His work focuses on instructed second language learning and form-focused instruction. He is known for his studies on task-based language teaching (TBLT), error correction techniques, implicit vs. explicit learning, and learner autonomy. By examining different instructional approaches’ effectiveness within various contexts or learner profiles, he contributes to understanding how individual strengths or weaknesses might affect language acquisition.

4. Merrill Swain: She is widely recognized for her Output Hypothesis theory suggesting that producing language (output) plays a crucial role in second language acquisition alongside input exposure. Swain also contributed to research on collaborative dialogue or languaging—using a second language to think aloud while problem-solving—and its impact on fostering linguistic growth.

5. Anita Wenden: As an expert in learner autonomy and self-regulation strategies, Wenden emphasizes the importance of metacognitive processes that help learners plan, monitor, and evaluate their language learning progress rather than simply relying on their preferred learning style.

6. Zoltán Dörnyei: Dörnyei’s research on motivation in language learning highlights the significance of individual differences among learners. He proposes that teachers should help students develop motivation-building strategies tailored to their unique needs rather than focusing solely on learning styles.

While these researchers have different areas of emphasis within second language acquisition studies, their work collectively contributes to understanding how individual strengths and weaknesses might impact language learning. By examining their theories and findings, one can gain a broader perspective on the factors affecting second language acquisition and how it relates to individual differences.

Also, check out a previous learning style-related Instagram post here. There should be another one based on this article coming out next week. Thank you so much for reading!