Oborová literatura

Nastal čas podívat se na literaturu, kterou pravidelně studujete ke zkouškám. Překvapivě (nebo nepřekvapivě?) nejtěžší bývá právě překládání textu, který dokonale známe v originále.

1. Přečtěte si nejprve celou ukázku. Soustřeďte se zejména na rozlišení čtyř uvedených stylů učení.
2. Pokuste se na webu objevit články či prezentace na stejné téma. Pečlivě kontrolujte jejich původ! Studentská amatérská verze není dobrý zdroj.
3. Pořiďte si slovníček použitých termínů. Užitečným zdrojem vám bude Průchův Česko-anglický pedagogický slovník.


THE PSYCHOLOGY OF THE LANGUAGE LEARNER
INDIVIDUAL DIFFERENCES IN SECOND LANGUAGE
ACQUISITION
Zoltán Dörnyei

KOLB’S MODEL OF LEARNING STYLES
Having reviewed briefly a ‘pure’ cognitive style system, let us now return to
the broader issue of learning styles. There are a number of competing models
in the literature, but the theory proposed by Kolb (1984; Kolb et al.,
2001) as part of his broader experiential learning theory is one that has been
widely endorsed by both researchers and practitioners. Furthermore, as is the
case with Riding’s construct, Kolb’s theory is also accompanied by an established
measuring instrument, the ‘Learning Style Inventory’ (see later).
Kolb’s learning style construct is based on the permutation of two main
dimensions, concrete vs. abstract thinking and active vs. reflective information
processing. An orientation toward concrete thinking focuses on being
involved in experiences and dealing with immediate human situations in a
personal way, emphasizing feeling as opposed to thinking. An orientation
toward abstract conceptualization focuses on using logic, ideas, and concepts,
emphasizing thinking as opposed to feeling. An orientation toward
active experimentation focuses on actively influencing people and changing
situations; it emphasizes practical applications as opposed to reflective understanding.
An orientation toward reflective observation focuses on understanding
the meaning of ideas and situations by carefully observing and impartially
describing them; it emphasizes understanding as opposed to practical application. Based on the combination of the two style continuums, four
basic learner types, or learning style patterns, emerge:

• Divergers (concrete & reflective) have received their label because they
prefer concrete situations that call for the generation of ideas, such as a
brainstorming session. This does not mean they are abstract thinkers;
just the opposite, they are down-to-earth people who learn best through
concrete experience and like to look at concrete situations from many
points of view in a reflective manner. They are also interested in other
people and are fairly emotional in their dealings with them. They have
broad cultural interests and often specialize in the arts. In classroom
situations they prefer to work in groups.

• Convergers (abstract & active) are abstract thinkers who generate ideas
and theories. They are, however, not detached from reality as they are
interested in active experimentation to find practical uses for their
schemes. They are good at solving specific problems, especially if the
tasks are technical rather than interpersonal or social in nature. In formal
learning situations, people with this style prefer experiments and simulations,
laboratory assignments, and practical applications.

• Assimilators (abstract & reflective) are also abstract thinkers but their
strength is not in dreaming up ideas and then actively trying to put them
into test, like that of the convergers, but rather, as the name suggests, assimilating
disparate observations in a reflective manner, that is, understanding
a wide range of information and putting it into a concise and
logical form. People with this style embody best the stereotype of the
‘aloof academic,’ as they are less interested in people than in abstract
concepts and find it more important that a theory has logical soundness
than practical value.

• Accommodators (concrete & active) are the most hands-on learners:
They like concrete experience and active experimentation, and they are
stimulated by challenging experiences even to the extent of taking risks.
They often follow their ‘gut’ feelings rather than logical analysis. No
wonder that this learning style is effective in action-oriented careers
such as marketing or sales. In formal learning situations they like to
work with others on active projects and enjoy field work.

http://wiki.knihovna.cz/index.php?title=Kolb%C5%AFv_cyklus