在伊朗,但是,学习者的学习风格已经忽略和考虑作为一个学习过程中微不足道的组件在伊朗一般英语学习者和新生尤其是大学生。伊朗很少研究进行了识别学习者的学习风格,不仅有助于学习者的学习,也有助于提高教师的教学。匹配这两个方面将会导致更大的成功。然而,Riazi和Riasati(2007)进行了一项研究在219年伊朗设拉子识别英语学习者学习风格。研究采用布林德利(1984)语言学习偏好的问卷调查。参与者来自不同年龄不同层次的指令和。研究结果显示,学生们喜欢交际方法在一对或一组进行工作,觉得它帮助提高他们的英语语言技能。他们也喜欢参与课堂讨论和互动学习英语。虽然这个研究发现学习者更倾向于交际的方法,学习者在更高的机构在伊朗;尤其是新生,还观察到被动的英语学习者。也许他们不知道他们的学习风格和教学风格,高校学习者的学习风格不一致。因此,本文的研究试图确定伊朗英语大一大学生学习风格(s)来帮助他们了解他们学习,从而增加他们的潜力。还本研究旨在发现是否存在区别男性和女性的新生大学生学习风格(年代)。然而,本研究采用四种学习风格偏好由愿意(1988)调查伊朗英语大一大学生的学习风格类型(年代)。
加拿大动画学论文代写:学习风格
In Iran, however, learners' learning styles have been ignored and have been taken into account as an insignificant component in the learning process among Iranian EFL learners in general and freshman university students in particular. Very little study has been conducted to identify Iranian learners' learning styles that not only would help learners' learning but also help improve teachers' teaching. Matching these two aspects would lead to greater success. Nevertheless, Riazi and Riasati (2007) conducted a study on 219 Iranian learners of English in Shiraz to identify their learning styles. The study employed Brindley's (1984) language learning preference questionnaire. The participants were from different levels of instruction and different ages. The findings show that the students favoured the communicative approach carried out in pair or group work and felt that it helped improve their English language skills. They also preferred taking part in classroom discussion and interaction in learning English.Although this study found that learners preferred a communicative approach, learners at higher institutions in Iran; particularly freshmen, are still observed to be passive learners of English. Perhaps they are unaware of their learning styles and perhaps the teaching styles at higher institutions do not match learners' learning styles. Thus, the study presented in this paper was an attempt to determine Iranian EFL freshman university students' learning style(s) to help them understand how they learn and thus increase their potentials. This study also aimed to discover whether there was a difference between male and female freshman university students' learning style(s). However, this present study employed the four types of learning style preferences developed by Willing (1988) to investigate Iranian EFL freshman university students' types of learning style(s).
