The Comparison and Analysis of Three Mainstream Researches On Second Language Learning Style.doc

The Comparison and Analysis of Three Mainstream Researches On Second Language Learning Style【Abstract】Since the lack of relevant studies concerning with the language learning styles of Chinese language students， the paper makes a brief introduction and comparison of three mainstream researches on language learning styles abroad with the purpose to offer those who are devoted to study the learning styles of Chinese students and provide some basically theoretical sources for further researches. 【Key words】comparison research； Dunn’s model； Kolb’s model； Oxford’s model Since the significance of learning styles for foreign language teaching and learning process has been recognized on the parts of both instructors and learners， researchers have approached this field from different perspectives and made great contribution to the exploration of learning styles. Several meaningful learning style models have been developed and in the meantime some versions of learning style inventory have been used to assess different dimensions of learning styles by using investigating instruments varied in length， format and complexity. In this section， several significant and representative models of learning styles will be presented in order to get a global view of this topic. 1. The Dunn and Dunn’s Learning Style Model The Dunns， as pioneering researchers in the field of learning styles， have conducted fruitful researches on this construct over the past decades. Their research is initiative and original in that it provides one of the versions of learning styles elements. As the earliest research which takes consideration into the environmental and physical elements of learning styles， the Dunns' model is particularly useful and informative for educators because it represents more comprehensively the complexity of variables that potentially influence students' distinct approach to learning. This model views a learning style as multidimensional， encompassing five stimulus categories of twenty-one elements that affect each individual’s learning （Thomson & Mascazin， 2003）： environmental （sound， light， temperature， design） ； physical （perceptual， intake， time， mobility） ； emotional （motivation， persistence， responsibility， structure） ； sociological （self， pair， peers and team， adult， variety versus concentrating in routines and patterns） ； and psychological （global versus analytic， right-brained versus left-brained， reflective versus impulsive）. The Dunns’ style model is unique and significant because it covers a wide range of environmental and physical elements of learning styles and it recognizes that people respond differently to their surroundings in the learning situation， especially when they are confronted with challenging learning tasks （Sims， 1995）. The Dunns’ emphasis on environmental and physical elements is crucial important for those who are responsible for training-program design and syllabus development. Because of the breadth of the five categories， Dunn and Dunn’s learning style model became the basis for much of the later studies in the field since their original research in the late sixties. 　　2. Kolb’s Experiential Learning Model Kolb’s experiential learning theory and learning-styles typology， as one of the most influential learning models， provides a framework for the teaching and learning process. According to Kolb （1984） ， “learning is the process whereby knowledge is created through the transformation of experience， knowledge results from the combination of grasping experience and transforming it.” He proposes that experiential learning has six main characteristics： □ Learning is best conceived as a process， not in terms of outcomes. □ Learning is a continuous process grounded in experience. □ Learning requires the resolution of conflicts between dialectically opposed modes of adaptation to the world （learning is by its very nature full of tension）. □ Learning is a holistic process of adaptation to the world. □ Learning involves transactions between the person and the environment. □ Learning is the process of creating knowledge that is the result of the transaction between social knowledge and personal knowledge. Much of his research is conducted on the leaning environments and the learning styles preferences. He states that “it is the combination of how people perceive and how people process that forms the uniqueness of learning style” （Kolb， 1984）. Kolb’s investigation of learning styles begins with the examination of differences in the learning orientations based on the degree to which people emphasize the four modes of the learning process： concrete experiences， reflective observation， abstract conceptualization and active experimentation： 　　Concrete experience （feeling）： Learning from specific experiences and relating to people； sensitive to other's feelings. Reflective observation （watching）： Observing before making a judgment by viewing the environment from different perspec。