The Importance Of Knowledge In Learning Strategies

To The Success In Language Learning Of The Hearing Impaired.

Have we as language teachers ever wonder why students differ in their language learning
performance even though they receive the same input? It is believed that one of the important
factors causing such individual difference is the use of learning strategies as stated in Liao
(1996:1) who distinguishes the following cognitive factors of second language acquisition: (1)
intelligence, (2) aptitude, and (3) language learning strategies. Lujan-Ortega (2000) proposes (1)
age, (2) aptitude/intelligence, (3) motivation, (4) learning/cognitive style, and (5) personality.
Skehan (2002) argues that in literature four main areas are emphasised when considering
individual differences in second and foreign language learning: (1) language aptitude, (2)
learning style, (3) motivation, and (4) learning strategies. Extensive research on language
learning strategies has been done over a period of forty years by researchers from the linguistic,
educational and psychological fields, especially with English ESL/EFL learners. The importance
of knowledge in learning strategies to the success in language learning, especially in second
language learning of the hearing impaired students has also been widely recognized.

As for the hearing impaired students, the sign language is the first language for them. The
knowledge of sign language in all its aspect can help especially the language teachers to find the
best approaches in enhancing the teaching of the second language. It will also benefit the
students if the language teachers can identify the individual differences. By determining the
language learning strategies of the hearng impaired students the English teacher can enhance his
or her teaching method and this is very important for the students as well. Teaching the hearing
impaired is a challenging tasks and the right and suitable methods are very crucial.
Communicating with them in the classroom is very important . Hearing has the most significant
role in speech development and in the process of communication. When dealing with this
hearing impaired where hearing is hard or sometimes impossible, the right way of
communicating with them will improve the teaching and learning process.


It is important for teachers to know the strategy use of their students. With the emphasis being
shifted to a more learner-centered approach in language teaching in recent decades, it is essential
to understand what is going on in the students learning process. Research shows that efficient
language learners do use strategies, while less successful learners may choose an inefficient
strategy or may be unaware of the need to use a strategy (Wenden 1991). Knowing the students
current strategy use is the first step to develop effective strategy instruction. By doing so,
teachers not only get a better picture of the learning of their students, but they can also design the
teaching materials that suits their students needs better.
It has also been realized that by providing strategy training, teachers can help students to
develop strategies to facilitate their learning. It is believed that conscious skill in self-directed
learning and in strategy use must be chieved through training (Oxford 1990 p.201). This is
especially necessary and important for second and foreign language learning. Learning must be
self-directed if competence in communication is to be achieved. As mentioned by Oxford
(1990), the general goals of strategy training are to help make language learning more
meaningful, to encourage a collaborative spirit between learner and teacher, to learn about
options for language learning, and to learn and practise strategies that facilitate self-reliance .
Research shows that learners who receive strategy training generally learn better than those who
do not (Oxford 1990).
Also important in the learner-centered approach is students learning style. There has been a lot
of research on learning styles. Much has also been discussed on the factors that contribute to the
dominant learning style of an individual. It is important for teachers to know the learning styles
of their students because teaching may be much more effective if it matches with the learning
preference (in the sensory, cognitive and personality aspects) of the students. It is also believed
that learning styles and learning strategies are closely related.
Learning style affects the learning strategies applied by the learner. And by extending the
strategies beyond a particular learning style, teachers may help learners extend their learning
potentials. Brown (1987) once suggested that The burden on the teacher is to understand the
preferred styles of each learner and to sow the seeds of flexibility in the learner (p.88). These
two elements interact with one another and affect the learning of an individual. Despite the
recognition of the importance of learning strategies and styles, research has yet to be done on
understanding different kinds of learning strategies, on the effectiveness of different kinds of
training, and on the relationship between the learning style of the learners and the most
appropriate kinds of strategy training.
Most studies have found that the use of appropriate language learning strategies leads to
improved proficiency and achievement overall or in specific skills (OMalley & Chamot, 1990;
Wenden & Rubin, 1987) and successful language learners generally used more learning
strategies than poor learners (Oxford 1990; Rubin, 1975).
As for the training itself, various suggestions have been made on the implementation of the
training. For example, Oxford has suggested that there should be completely informed training,
which is explicit about its purpose and about the value or significance of the expected results
(Oxford et al., 1990). Wenden (1991) also suggested that when giving strategy training,
students should be provided with authentic contexts for strategy use and the training should be
made interactive. It was also suggested that the training should deal with students motivation
and it should be implemented within the language curriculum. That is, strategy training
should not be done separately from teaching.
There is no agreement on the meaning of the term strategy, for example, Schmeck (1988)
distinguished strategy which is a general plan or approach from tactics which are specific
activities. Cohen (1998) points out that strategies range from more general to more specific,
resulting in different terms such as strategy, technique, tactic and move. He has suggested
a solution: all of these terms would be referred to simply as strategies, while still acknowledging
that there is a continuum from the broadest categories to the most specific or low-level (p.10).
Oxford (1990) defines strategy as the characteristics we want to stimulate in students to enable
them to become more proficient language learners (p.ix).
Based on the six types of strategies, Oxford (1989) developed the SILL (Strategy Inventory for
Language Learning) to assess learners strategy use. This questionnaire surveys the learning
strategies that participants perceive themselves as using. Many of the recent studies on language
learning strategies employed the SILL to measure the frequency of strategy use by foreign
language learners (e.g. Ehrman & Oxford, 1989; Oxford & Nyikos, 1989) and by ESL or EFL
students (e.g. Green, 1991; Oxford, Talbot, & Halleck, 1990; Philips, 1991; Wharton 2000). A
number of researchers have used the SILL to investigate the use of learning strategies by
university students (Yang 1992; Klassen 1994 ; Sy 1994; Goh & Kwah 1997; Huang 2002). It
has been found to be a reliable and valid instrument for measuring strategy use.

The relationship between learning strategy and learning style is close. They are different but
complementary. They are linked to one another, but they are not the same thing (Christison
2003, p.268). Learning style refers to .an individuals natural habitual, and preferred ways of
absorbing, processing, and retaining new information and skills (Kinsella 1995, p.171). A more
detailed definition is :Learning Style is the composite of characteristic cognitive, affective, and
physiological factors that serve as relatively stable indicators of how a learner perceives,
interacts with, and responds to the learning environment. It is demonstrated in that pattern of
behaviour and performance by which an individual approaches educational experiences (Keefe
1988, p.3).
According to Christison (2003), learning styles and strategies are closely related; therefore, it is
important to find ways to link these two concepts . As Christison puts it, learning styles stem
from the learners themselves - their preferred ways of perceiving and processing information.
Learning strategies stem from the tasks . In short, it is believed that learning strategy is affected
by learning style.
It is important for both learners and teachers to be aware of the learning strategies the learners
are using. According to Willing (1993), the reason for identifying existing learner strategies
is to capitalize on those strategies which the learner already uses. Understanding existing
strategies is equally important for suggesting refinements or extensions. Also, once the
learner is aware of the strategies being used, then the remaining aspects of learner strategy
training would not be greatly different from normal content activities (p.92). This could
facilitate strategy training. Moreover, if a strategy has been isolated and identified, it then
becomes possible for the teacher to teach that strategy. This allows learners to use the
strategies in their own processes of learning outside formally organized classes and thus allows
effective use of teaching time (p.86).
In the review by Zhang (2003), it has been suggested that LLS research into Chinese EFL
learners has been limited. He suggests that more research in the effectiveness of strategy
training and the relationship between strategy training and styles should be done. Learning
style preferences and strategy use are not well linked in research studies on Chinese EFL
language learning strategies.
Also, even for research that focuses on Chinese learners, most of them mainly study the
learning strategies of learners at tertiary education level. Not much has been done on the
strategy use of learners from secondary school level. This is worth exploring because we
need to know the effect of learning strategy training on secondary students
Zhang (2003) also suggests that further research is needed to see what kind of strategies would
benefit less successful learners the most. There has been some research on this line on
Chinese EFL learners, although scholars in the field have been rather concerned about
pedagogical effects of strategy training (Cohen 1998; Nunan 1997; Rubin 1987; Wenden 1991)

In the Hong Kong context, a study with Hong Kong secondary students found that belief in
learning strategy is related to its use, which in turn, is correlated to language proficiency (Fan
1999). Another study finds that teachers generally have positive attitudes towards learning
strategies, but they do not always develop students strategies in their teaching, either because
of inadequate classroom time available to deliver strategy instruction, or their tendency to
follow the textbooks which contain no learner training (Gardner & Yuen 2000). In another
study, F.6 students in Hong Kong were given strategy training on group discussions. The
students made more attempts to seek clarification and to clarify themselves in the post-training
discussion task than in the pre-training task. However, they also showed more incidents of
ineffective than effective use of these strategies in the post-training discussion. Despite the
inconclusive results, the researchers believed the results tended to support the value of strategy
training (Lam & Wong 2000)

It has also been found that teachers perception of students use of strategy does not match 20
students actual use of strategy (Griffith & Parr 2001). This seems to suggest that while
teachers generally acknowledge the value of strategies in language learning, they dont know
their students strategy use and they dont implement much strategy training with their
students.
Learning style is even less studied than learning strategy. Apart from the study mentioned
above by Biggs (1992), in one study by Carless (1999), individual difference of primary
students in Hong Kong was studied and recommendations on teaching strategies to cater for
individual differences were made. However, there has not been much research on the
measurement and influence of learning styles.

In summary, research has shown inconclusive results in the effectiveness of strategy training,
though its value is generally recognized. When it comes to Chinese EFL/ESL learners, there
is even less research on strategy training and on learning style. Among these kinds of
research, the focus was mainly on learning achievement and its relationship with strategy use
or learning style. There is not much research on the effectiveness of strategy training and its
relationship with learning styles. Also, generalization of the results is limited due to a lack of
standardized instruments and research methods. Research on strategy training and learning
styles on Hong Kong Secondary learners is even more limited. While research in local
secondary school contexts show recognition of the importance of learning strategies, not much
is done on the effectiveness of strategy training. Even if there is such kind of research, the
results are inconclusive. In view of the limited amount of research on strategy training and
learning styles in the secondary school context, and the value of strategy training for learners,
further exploration of the effectiveness of strategy training and its relationship with learning
styles should be worthwhile. This study focuses on the learning strategies and styles of
Chinese students at secondary level in Hong Kong.

Based on the results of the first SILL (pre-intervention), a few items were chosen to be
included in the training. The criteria for choosing the items for training included the average
scores of the items in the first SILL, the feasibility of training the strategies in the class and the
period of time for the training.
The training was in the form of homework and worksheets in the class. The worksheets were
designed in such a way that the strategies chosen could be trained (Appendix V)

At the beginning of the study, students were asked to do the SILL and Willings questionnaire
so as to collect information about their use of strategies and learning styles respectively.
Based on the SILL results, a number of strategies were identified to be used least by the
students. Among these strategies, five were chosen to be the topics for training. They were
items 8 (Part A: I review English lessons often.), 20 (Part B: I try to find patterns in
English.), 23 (Part B: I make summaries of information that I hear or read in English.), 28
(Part C: I try to guess what the other person will say next in English.) and 36 (Part D: I look
for opportunities to read as much as possible in English.).

Discovering students strategies is essential and valuable.
The study reveals that students use of learning strategies was limited and just at around
the medium level (an average level of 2.615 out of 5), which might be a factor for their
lower achievement. It is important for teachers to find out what their students are
thinking and doing in their English study. In the Hong Kong context, teachers seldom
find it important and necessary to collect information about students strategy use.
However, this information may be helpful to curricular design. Also, for successful
strategy instruction, the first step is to assess students strategy use.
Yang (1995) suggested interviewing students, using systematic assessment, asking
students to write learning diaries etc. The collected information can be useful for
planning the next step for instructions. In this study, the SILL was used as an instrument
for measuring students strategy use. It was found to be user-friendly, reliable and it provided a
standardized way for collecting information in strategy use. However, as
suggested by Zhang (2003), cultural influence may not have been considered in the SILL.
A questionnaire which is suitable for Chinese ESL/EFL may yet be designed for further
strategy research.

Certain strategies can be further developed.
This study showed that social and affective strategies were among the least frequently
used strategies. This might imply that students had not fully exploited the range of the
strategies listed in the SILL. Teachers could provide special training on these strategies
for students.
Training in affective strategies, for example, is important. As indicated above, affective
strategies have to do with a persons emotion and beliefs. One area in which affective
strategies may have an influence is a learners self-perception of ability to solve a problem.
According to Hagen et al (1982), an individuals judgment of his or her own competence
can affect the actual performance on school-related tasks. The results of this study may
imply that the students self-esteem is not high and there is much room for the development of
students affective strategies.
Social strategies are also important since language itself is already a social behaviour.
One type of social strategy is cooperative learning. It has been shown that cooperative
learning can lead to positive consequences such as higher self-esteem, increased confidence and
enjoyment, greater and more rapid achievement, stronger language learning motivation and
greater use of different language functions (Oxford 1990 p.146).
Promoting a cooperative learning environment in Hong Kong may not be easy due to the
large class size and the competitive nature of the education system, but encouraging the
use of social strategies will definitely be beneficial to the students.

In fact, students in this study did not use the cognitive and metacognitive strategies much
either. It may be worth investigating the reasons for such a low level use of the strategies.
It might be because they did not know how to apply these strategies. As shown in the
interview, students found the strategy training new, they had not come across this kind
of training before. Even if they had received some strategy training before, it was not
delivered in such a systematic and thorough way that made the students aware of it

Students level of strategy use should be raised.
It should also be noted that students on the whole did not use learning strategies very
frequently. The reported use was mainly in the medium range. Learners would
therefore benefit greatly from training in the use of all learning strategies. Teachers will
also need to offer their students a lot of guidance in order to help them experiment with
these new strategies and decide on the types of strategies that most suit them, since most
strategies are new and unnatural to them.

Factors that affect students strategy use should be investigated.
More research may be needed to understand students selection of strategies within each
major group of strategies, and to help identify those strategies that could enhance
language learning but which are not fully exploited by students due to a number of factors.
In this study, it could be found that individual students varied quite a lot in their level of
strategy use, even though they had been screened before they were assigned in the same
class. As shown in many studies, the choice of strategies is affected by many factors,
such as level of proficiency and sex (Goh & Kwah 1997). Individual differences should
be addressed by teachers when making curricular design. It may be worthwhile looking
into the factors that play a role in the students choice of strategy use.

Study in the strategy use of junior secondary students may be fruitful.
This study only looked at the strategy use of Form 4 students; it may be worth looking at
the strategy use of junior secondary students. As mentioned by the students, they had
not come across such strategy training before. Should they have received some training
in their junior secondary English class, they might have achieved better performance in
English now. So far, not much research has been done on the strategy use of junior
secondary students. Moreover, it would be valuable to look at their strategy use since it
could help the planning of the strategy training to secondary students. On the one hand,
it may be worthwhile looking at the most appropriate time for implementing strategy
training. On the other hand, the earlier strategy training is planned in the secondary
curriculum, the better for the students in their language learning

Authentic materials should be used for the training.
The ineffectiveness of certain parts of the training may be due to the lack of an authentic
context for strategy use. Wenden (1991) has recommended strategy training be
contextualized. English teachers should try to integrate learning strategy training into
regular classroom activities. For the present study, the researcher designed some of the
materials using authentic materials such as newspaper and product wrapping paper.
However, the activities were limited to mainly reading and writing, but not listening and
speaking. As mentioned by the students, many of them liked communicating with the
teacher through the journal, which could be an authentic way of using English, and a more
interesting way for practice. More effort should thus be put into developing authentic
materials for strategy training

Use of journal should be encouraged.
As said above, students generally liked communicating with the teacher through the
journal. It could be considered an authentic way of language learning. Also, the
journal was taken as a tool for revision and note-taking, making learning more systematic.
Moreover, as mentioned by some students, the journal allowed them to practice writing
English in a less stressful way, compared with composition and newspaper cuttings.
Students tended to have a positive attitude towards the journal, which was important for
language learning. The journal also encouraged students to look for vocabulary to
express their ideas, which made the students take a more active role in learning English
and which may help raise students learning autonomy.
As for the content of the journal, some students suggested requesting students to add some
examples to the grammar items or vocabulary they have learned, so that the teacher can
check whether the students know how to apply their knowledge accurately. It might be a
good idea to negotiate with students on what is to be included in the journal. This not
only helps to achieve the best use of the journal, but is also a good way to help further
promote learning autonomy. Also, the use of the journal can further be explored. For
example, Oxford (1990) suggests teachers use diaries as a stimulus to class discussions of
strategy use.

Integrating strategy training into content-based teaching can be more effective and
interesting.
As indicated above, it is important to develop ways to deliver the training more effectively
and in an interesting way. One way of achieving this is to implement
strategies-and-beliefs components within the language curriculum. It is important to
combine strategy training with the communicative approach of language teaching (Yang
1995). As recommended by several researchers (e.g. Chamot & Kupper, 1989; Oxford
1990; Rubin, 1987), strategy training is best integrated into content-based language
classes by language teachers on a daily or regular basis. Also, it is believed that the
present study was too short for some of the training to take effect. Hence, to obtain the
optimal results, it may be useful for the teacher to implement strategy training over a
period of time and in combination with general language teaching

Students learning styles should be considered.
In view of the differences in the changes in strategy use among the 4 style groups,
teachers should consider the learning styles of the students when designing appropriate
strategy training. It is valuable and important for teachers to be more aware of the
learning style of the students. Once the teachers are aware of the dominant learning style
of their students, they may be able to design more balanced and comprehensive teaching
activities that best suit the learning preference of their students


Strategy training should be integrated into the English curriculum.
It is reasonable to conclude from this study that learning strategies are teachable, and
students were positive about the value of strategy training. This implies that more effort
should be put into investigating the feasibility of integrating strategy training into the
English curriculum, which has been ignored in the teaching of English in Hong Kong until
recently (see the Consultation Document by the CDC, 2000). It may also be useful to
compile a more systematic and comprehensive plan to implement strategy training in the
junior and senior English language curricula so that a more effective and learner-centered
training scheme could be developed across the entire Secondary curriculum

Paul Procter defines imagination as ability to form mental pictures or ideas
He also points out that a visual imagination usually reaches the highest level, especially
with regards to details. It is based on the own experience with observed real concrete
things. Imagination in the area of the spoken and consequently, written language
is problematic. While reading the hearing impaired children can understand the text in
their specific way, which may not correspond with the real meaning. Hrub mentions an
English psychologist Conrad and his experience with reading comprehension of the deaf
children. The results of Conrads research showed that amount of known vocabulary
does not play any significant role in understanding the written text. On the one hand, he
admits there are deaf children with rich vocabulary, on the other hand, when reading,
they understand each word but separately. Unfortunately, they mostly fail to understand
the whole meaning of the text. (1999:82)


Memory
According to Corsini & Aurbach memory is usually thought of as a faculty or a
capacity by which past experiences can be brought up, thought about, or described at
the present time. (521)
Visual memory of the deaf is dominant in their life without an ability to hear.
Typically, they remember striking things better than others.
Verbal memory is often retarded. At the time the hearing children are learning
grammar consequences, the hearing impaired, (owing to the late diagnosis of their
impairment) learn their first words, which has an implication also on their
understanding and correct using grammar rules.
Motor memory is highly developed. The hearing impaired naturally express
themselves by motion. (tefanovi 1987).

The total communication approach, which is sometimes called the simultaneous or
combined method, combines finger spelling (see Appendix No 1, 2), signs, speech or lip
reading, speech and auditory amplification. The Conference of Executives of American
Schools for the Deaf in 1976 defined Total Communication as a philosophy requiring
the incorporation of appropriate aural, manual, and oral modes of communication in
order to ensure effective communication with and among hearing impaired persons
(Kirk & Gallagher 328). The term total communication was used for the first time by
a deaf teacher Roy Holcomb from California. (Freeman, Carbin, Boese 156)

The hearing specialists and teachers of the hearing impaired clarify the total
communication as a complex and open system of means of communication for reaching
the optimal speech development, thinking and education. The main aim of this method
is to help, and moreover, to make easy a demanding communicative situation while
learning verbally formulated knowledge and new concepts. (Sbornik

Thats why identifying the modes in which students learn best becomes useful in
two ways first, in helping students understand and become aware of how they
themselves learn and study best and second, in helping teachers achieve a more holistic
approach to selecting and designing teaching strategies, lessons, and activities that
maximaze student learning and understanding

P. Adey et al. deals with Learning skills. They can be seen as heterogenous actions
or techniques that are employed by a learner in a specific situation to remember a
particular bit of information. Such techniques might include the use of mnemonics or
continuous repetition of numbers or text. Learning skills tend to be more flexible and
have greater variety than cognitive or learning style, since there can be many different
practices utilised to learn specific concepts, either on advice from a teacher or from the
students themselves. (Learning Styles and Strategies 1999) Mariani foregrounds the
following points: Firstly, learning strategies belong to the learner, secondly there are
no good strategies because people need to discover their own and finally, we need
task that prompts the use strategies (Learning strategies 2002) Moreover, learning
strategies can be seen as an intermediary between learning style and learning skill


Mariani points out that: A persons style affects the kinds of Learning strategies
that he or she will use-in other words, if you tend to prefer certain strategies on a rather
permanent basis, this means that you are probably using a particular learning style.
(Investigating Learning Styles 1996) Cassidy (2003) is an author, who deals with an
interesting theory of motherboard or software when writes about strategy or style
correlation. Consequently, he understands the style as a constant feature that is hardwired into
a students cognition. Summerville (1999) considers the cognitive style to be
a psychological construct which relates to the ways in which individuals process
information, usually with sub-divisions into such categories as field-dependence or
independence and reflexivity or impulsivity. (Role of Awareness of Cognitive Style
1999)) Additionally, Cassidy thinks, the cognitive style is sometimes regarded as an
aspect of learning style. (2003)



Visual Learner
Clark notes, that 65% of people have a visual learning style dominance. (2000: 4)
To have a visual learning style means it is not that he or she learns when information is
presented visually, it just means that in general, she learns new things easier when they 36
are presented in a visual format. (Baldwin 2005) Visual learners are those with vivid
imagination. (Davis, 2007)
Visual Learner Traits
The following features can help especially the teacher to identify the visual learner:
Prefers to see words written down.
When something is being described, the visual learner also prefers to have a
picture to view.
Prefers a time-line or some other similar diagram to rememter historical events.
Prefers written instructions rather than verbal instructions.
Observes all the physical elements in a classroom.
Carefully organizes their learning materials.
Enjoys decorating their learning areas.
Prefers photographs and illustrations with printed content.
Remembers and understands through the use of diagrams, charts and maps.
Appreciates presentations using OHP transparencies or handouts.
Studies materials by reading notes and organizing it in outline form.
Enjoys visual art activities
Is a good speller, watches speakers facial expressions and body language, gets lost with
verbal instructions.
Learning Strengths
Remembers what they read and write
Enjoys visual projects and presentations
Can remember diagrams, charts, maps well.
Understands information best when they SEE it.
Learning Strategies
Write things that you want to remember down; you will remember them better
that way.
Lok at the person who is speakint to you; it will help you focus
Try to work in a quiet place. Wear earmuffs or earplugs if necessary. Some
visual learners do, however, like soft music in the background.
If you miss something a teacher says or do not understand, ask politely if they
could repeat or explain.
Most visual learners learn best alone.37
When studying, take many notes and write down lots of details.
When trying to learn material by writing out notes, cover your notes then rewrite; rewritin will
help you remember better.
Use colour to highlight main ideas.
Before starting an assignment, set a goal and write it down. Even post in in front
of yu. Read it as you do your assignment.
Before reading a chapter or a boo, preview it first by scanning the pictures,
headings and so on.
Try to put your desk away from the door and windows and close to the front of
the class.
Write your own flashcards. Look at them often and write out the main points
then check.
Wherre possible, use charts, maps, postersk films, videos, computer software,
overhead projector both to study from and to present your work (where
appropriate).
Teaching Strategies
Provide lots of interesting visual material in a variety of formats.
Make sure visual resentations are well-organized.
During lessons, ensure vilual learners are in a position to see well
Make handouts and all other written work as visually appealing as possible, and
easily read.
Make full use of a variety of technologies: computer, overhead projector, video
camera, live video feeds/close circuit TV, photography, internet, etc.
Activity suggestions
Diagrams, graphs, photographs, colouring books, posters, collages, TV shows,
games, writing, newspapers, recipes, magazines, reading, books, maps, charts,
illustrations, displays, cartoons, slide shows/Power Point, films, OHP transparencies,
written reports, flash cards, crossword and word find puzzles, letters, bulletin boards,
workbooks, etc.
(Sources: Wikipedia.org; Eduguide.org; Aft.org; Teachingenglish.org.uk;
News.everest.edu; Cairs.org; Readingrockets.org)38
3.2.7.2 Auditory Learner

According to Clark, the research results show that 30% of our population prefer
auditory learning. (2000: 4) They are typically learning via hearing.
Auditory Learner Traits
Remembers what they say and what others say very well.
Remembers best thrugh verbal repetition and by saying things aloud.
Prefers to discuss ideas they do not immediately understand.
Remembers verbal instructions well.
Enjoys the opportunities to present dramatically, including the use of music.
Finds it difficult to work quietly for long periods of time.
Easily distracted by noise, but also easily distracted by silence.
Verbally expresses interest and enthusiasm.
Enjoys class and group discussions.
Talks to self, uses musical jingles to learn things, likes to telljokes and stories and
makes verbal analogies to demonstrate a point.
Learning Strengths
Rememembers what they hear and say.
Enjoys classroom and small-group discussion.
Can remember oral instructions well.
Understand information best when they HEAR it.
Learning Strategies
Study with a friend so you can talk about the information and HEAR it, too.
Recite out loud the information you want to remember several times.
Ask your teacher if you can submit some work (if appropriate) as an oral
presentation, or on audio tape.
Make your own tapes of important points you want to remember several times.
When reading, skim through and look at the pictures, chapter titles, and other
clues and say out loud what you think this book could be about.
Make flashcards for various material you want to learn and use them repeatedly,
reading them out loud. Use different colurs to aid yur memory.
Set a goal for your assignments and verbalise them. Say your goals out loud
each time you begin work on that particular assignment.39
Read out loud when possible. You need to HEAR the words as you read them to
understand them well.
When doing maths calculations, use grid paper to help you set your sums out
correctly and in their correct columns.
Use diffeent colours and pictures in your notes, exercise books, etc. This will
help you remember them.
Teaching Strategies
Re-phrase points, questions. Vary speed, volume, pitch, as appropriate, to help
create interesting aural textures.
Write down key points or key words to help avoid confusion due to
pronunciation.
During lessons, ensure auditory learners are i a position to hear well.
Incorporate multimedia applications utilizing sounds, music, or speech (use tape
recorders, computer sound cards/recording applications, musical instruments,
etc.)
Learning Suggestions
Oral report or presentation, teach the class or a group, panel discussion, debate, tape
recordings, songs, raps, poems, musical performance, puppet show, TV/radio show,
verbal games, show and tell/current events, peer turoting, oral presentations,
demonstrations, oral recitation, etc.
(Sources: Wikipedia.org; Eduguide.org; Aft.org; Teachingenglish.org.uk;
News.everest.edu; Cairs.org; Readingrockets.org)
3.2.7.3 Kinesthetic Learner
This type of learner likes exploring the physical world by touching and movement.
(McCarthy 1981). Clark presents that only 5% of population has a strong kinesthetic
preference. (2000: 4) Davis (2007) points out the fact, that the kinesthetic learner will
use movement to help his or her concentration.
Kinesthetic Learner Traits
Remembers what they Do very well.
Remembers best through getting physically involved in whatever is being learnt.
Enjoys acting out a situation relevant to the study topic.40
Enjoys making and creating.
Enjoys the opportunities to build and physically handle learning materials.
Will take notes to keep busy but will not often use them.
Enjoys using computers.
Physically expresses interest and enthusiasm by getting active and excited.
Has trouble staying stil or in one place for a long time.
Enjoys hands-on activities.
Tends to want to fiddle with small objects while listening or working.
Tends to want to eat snacks while studying.
Reaches out to touch things, collects things, talks fast using hands to communicate
what they want to say, good at sports, likes to take things apart and put things together,
likes to chew gum , may be considered hyperactive, good at finding their way around,
comfortable touching others as a show of friendship, Baldwin (2005) adds kenesthetic
learner has exceptional fine and gross motor coordination, uses bodily control and
movement to express himself or herself.
Learning Strengths
Remembers what they DO, what they experience with their hands or bodies
(movement and touch).
Enjoys using tools or lessons which infolve active/practical participation.
Can remember how to do things after they have done them once (motor
memory).
Have good motor coordination.
Learning Strategies
To memorise, pace or walk around while reciting to yourself or using flashcards
or notel.
When reading a short story or chapter in a book, try a whole-to-part approach.
This means you should first scan the pictures, then read headings, then read the
first and last paragraphs and try to get a feel for the book. You could also try
skim-reading the chapter or short story backwards, paragraph-by-paragraph.
If you need to fidget, try doing so in a way which will not disturb others of
endager yourself or others. Try jiggling your legs or feet, try hand/finger
exercises, or handle o koosh ball, tennis ball or something similar.41
You might not study best while at a desk. Try lying on your stomach or back.
Try studying while sitting in a comfortable lounge chair or on cushions or a bean
bag.
Studying with music in the background might suit you (baroque music is best
as opposed to heavily rhythm-based music).
Use coloured construction paper to cover your desk or even decorate your area.
Choose your favourite colour as this will help you focus. This techniques is
called colour grounding.
Try reading through coloured transparencies to help focus your attention. Try a
variety of colours to see which colours work best.
While studying, take frequent breaks, but be sure to settle back down to work
quickly. A reasonable schedule would be 15-25 minutes of study, 3-5 minutes of
break time.
When trying to memorise information, try closing your eyes and writing the
information in the air or on a surface with your finger. Try to picture the words
in your head as you are doing this. Try to hear the words in your head, too.
Later, when you try to remember this information, close your eyes and try tosee
it with your minds eye and to hear it in your head.
When learning new information, make task cards, flashcards, electro-boards,
card games, floor games, etc. This will help you process the information.
Teaching Strategies
Allow kinesthetic students to take breaks during lessons and move around.
Encourage kinesthetic students to write down their own notes.
Encourag kinesthetic students to stand or move while reciting information or
learning new material.
Incorporate multimedia resources (computer, videocamera, OHP transparencies,
photography camera, etc.) into programmes (teacher presentations and student
presentations).
Provide lots of tactile-kinesthetic activities in the class.
Kinesthetic activities
Surveys, demonstrations, dance, products, body games, rocking and reading, make a
video show, field trips, dress as characters, role-play/interviews, charades, pantomimes,
plays, projects, walking and reading, puppet shows, musical performances,science labs. 42
Some authors deal with the Tactile Activities separately. There can be mentioned:
modelling, scrapbooks, colouring books, artistic creations, needlework, posters, task
cards, electroboards, blackboard/whiteboard activities, sandpaper/felt letters, games,
calculators, puzles, collections, workboks, sculptures, mobiles, displays, collages, turn
starz, flip-gate quiz sheets, flippaz, info wheels, origami, learning circles, computers,
cut-and-paste tasks, etc.
(Sources: Wikipedia.org; Eduguide.org; Aft.org; Teachingenglish.org.uk;
News.everest.edu; Cairs.org; Readingrockets.org)
In addition, there are many other models of learning styles, that may be found
beneficial. For instance Pasks Serialist/Holist/Versatilist Model, Entwistes Deep,
Surface and Strategic Learning Approach, Grasha-Reichnann Learning Style Model,
Hermann Whole Brain model or Felder-Silverman Learning style model.


Learning Strategies
Write things that you want to remember down; you will remember them better
that way.
Lok at the person who is speakint to you; it will help you focus
Try to work in a quiet place. Wear earmuffs or earplugs if necessary. Some
visual learners do, however, like soft music in the background.
If you miss something a teacher says or do not understand, ask politely if they
could repeat or explain.
Most visual learners learn best alone.


When studying, take many notes and write down lots of details.
When trying to learn material by writing out notes, cover your notes then rewrite; rewritin will
help you remember better.
Use colour to highlight main ideas.
Before starting an assignment, set a goal and write it down. Even post in in front
of yu. Read it as you do your assignment.
Before reading a chapter or a boo, preview it first by scanning the pictures,
headings and so on.
Try to put your desk away from the door and windows and close to the front of
the class.
Write your own flashcards. Look at them often and write out the main points
then check.
Wherre possible, use charts, maps, postersk films, videos, computer software,
overhead projector both to study from and to present your work (where
appropriate)



Teaching Strategies
Provide lots of interesting visual material in a variety of formats.
Make sure visual resentations are well-organized.
During lessons, ensure vilual learners are in a position to see well
Make handouts and all other written work as visually appealing as possible, and
easily read.
Make full use of a variety of technologies: computer, overhead projector, video
camera, live video feeds/close circuit TV, photography, internet, etc.

P88: Education, 2010, MASARYK UNIVERSITY BRNO Department of English Language
and Literature Hearing Impaired Learners and their Learning Styl.pdf - 88:41 [Activity
suggestions Diagrams,..] (37:1285-37:1787) (Super)
Codes: [3.learning strategies]
No memos

Activity suggestions
Diagrams, graphs, photographs, colouring books, posters, collages, TV shows,
games, writing, newspapers, recipes, magazines, reading, books, maps, charts,
illustrations, displays, cartoons, slide shows/Power Point, films, OHP transparencies,
written reports, flash cards, crossword and word find puzzles, letters, bulletin boards,
workbooks, etc.
(Sources: Wikipedia.org; Eduguide.org; Aft.org; Teachingenglish.org.uk;
News.everest.edu; Cairs.org; Readingrockets.org)

P88: Education, 2010, MASARYK UNIVERSITY BRNO Department of English Language
and Literature Hearing Impaired Learners and their Learning Styl.pdf - 88:43 [Hearing
Impaired and Learning ..] (42:936-42:1591) (Super)
Codes: [3.learning strategies]
No memos

Hearing Impaired and Learning Styles
Rita Flattery said: Since vision is a deaf persons primary channel to receive
information...visual aids are a tremendous help. (qtd. in Literature and Research
Review)
Concerning the hearing impaired students and their learning styles , there are no
reliable Czech research studies available. Marschark, Lang and Albertini (2000, qtd. in
Literature and Research Review) mention: Deaf students are inherently visual
learners to a varying degree. Because they lack the ability to hear, they rely more on
vision to compensate for their lack of hearing. this is called sensory compensatio

P88: Education, 2010, MASARYK UNIVERSITY BRNO Department of English Language
and Literature Hearing Impaired Learners and their Learning Styl.pdf - 88:45 [A French
teacher Shelley Verno..] (43:1072-43:1775) (Super)
Codes: [3.learning strategies]
No memos

A French teacher Shelley Vernon, deals with the practical situation in the English
language classroom in her How to Teach English For Different Learning Styles.
Whatever the teacher presents using the textbook and various extra material and
activities, there are always some students who do not comprehend what exactly is being
presented. The answer for such situation is obviously they do not have the same
learning style. The same author cites Reid (1987) who presented the learning style
research in English language classrooms. Suprisingly, most of the students have
kinesthetic learning preference. That is why Vernon underlines the role of game in
English language teaching.

P88: Education, 2010, MASARYK UNIVERSITY BRNO Department of English Language
and Literature Hearing Impaired Learners and their Learning Styl.pdf - 88:47 [Carter et
al. says It is impo..] (44:1249-45:422) (Super)
Codes: [3.learning strategies]
No memos

Carter et al. says It is important to understand that there is no best way to learn.
There are many different learning styles, and different styles are suited to different
people and/or situations. (1999)
Carter et al. devides the benefits into three categories:
General Benefits of learning styles:
You will have a better chance of avoiding problematic situations. Knowing how
you learn and how you relate to the world can help you make smarter choices.
You will be more successful on the job. If you know how you learn, yu will be
able to look for an environment that suits you the best and you will be aable to
work effectively on work teams.
You will be more able to target areas that need improvement. The more you
know about your learning styles, the more you will be able to pinpoint the areas
that are more difficult for you.
Classroom Benefits of learning styles are as follows:
You can bring extra focus to your weaker learning-style areas.
You can ask your instructor for additional help.45
You can convert class material during study time.
Study Benefits of learning styles:
Knowing your learning style presents you with study techniques that can
complement your style.
(Carter et al. 1999)
In conclusion, the main benefit of the specific learning styles is the ability to meet
educational needs of individuals, so that they could succeed not only in learning, but in
life as a whole.

P88: Education, 2010, MASARYK UNIVERSITY BRNO Department of English Language
and Literature Hearing Impaired Learners and their Learning Styl.pdf - 88:48 [The main
purpose of this study..] (46:60-46:738) (Super)
Codes: [3.learning strategies]
No memos

The main purpose of this study was to gather data on the learning styles of the
hearing impaired primary learners. Undoubtedly, learning English language seems to be
the greatest challenge for students who are deaf as well as their teachers. That is why we
did the research to help them to learn more easily. With respect to learner-centred
teaching methodology, we found it important to investigate the deaf students
approaches to English learning area.. Furthermore, my own teaching experience is
supplementary to the results of the research throughout this practical part. Respecting
the specialists, it is based on the theoretical background of this project

P88: Education, 2010, MASARYK UNIVERSITY BRNO Department of English Language
and Literature Hearing Impaired Learners and their Learning Styl.pdf - 88:49 [Hypothesis
1. There is connect..] (46:746-46:1108) (Super)
Codes: [3.learning strategies]
No memos

Hypothesis
1. There is connection between the learning style and the level of the hearing loss.
2. Most of the hearing impaired are visual learners.
3. Learning styles influence the process of learning and teaching English.
4. The choice of suitable visual communication with the hearing impaired learners
is the most important part of the teaching process.

P88: Education, 2010, MASARYK UNIVERSITY BRNO Department of English Language
and Literature Hearing Impaired Learners and their Learning Styl.pdf - 88:50 [The need
to help all the heari..] (52:612-52:1270) (Super)
Codes: [3.learning strategies]
No memos

The need to help all the hearing impaired and especially, the students with a serious
hearing loss, to learn English as their third language, seems to be a great challenge. As
our hypothesis (see chapter 4.2) indicates, the learning style research can help both the
deaf student to learn the language better and the English teacher to enhance his or her
teaching. The main task of this thesis was to reveal the three basic sensory learning
styles of our sample deaf participants. Through the VAK questionnaire, we found
whether their learning preferences approximate the visual, auditory or kinesthetic
learning style model. (Cassidy 2004)

P88: Education, 2010, MASARYK UNIVERSITY BRNO Department of English Language
and Literature Hearing Impaired Learners and their Learning Styl.pdf - 88:52 [The main
aim of this study was..] (61:92-61:550) (Super)
Codes: [3.learning strategies]
No memos

The main aim of this study was to find the best learning and, consequently, teaching
strategies in the English language lessons. There was a need to research the learning
styles of the students with the respect to their hearing loss degree.
As the outcomes of our research indicate, Most of the learners have dominant visual
learning style and the second place belongs to the kinesthetic learners and nearly the
same percentage of auditory learners.

P88: Education, 2010, MASARYK UNIVERSITY BRNO Department of English Language
and Literature Hearing Impaired Learners and their Learning Styl.pdf - 88:53
[Considering the theoreticians,..] (61:568-61:1266) (Super)
Codes: [3.learning strategies]
No memos

Considering the theoreticians, the cognitive processes described in chapter 2.7 are
corresponding to the individual learning styles. Visual memory for the visual learning
style, verbal memory for the auditory learners and, finally, motor memory is typical for
the kinesthetic learners. To use all the advantage of knowing the learners visual styles,
and, moreover, recognise his or her characteristic in our classroom, is important, and we
found it very useful. We should respect all the teaching strategies and also the learning
strategies to plan the teaching process. As teachers we have to be able to advise the
student and help him or her to enhance the English learning process

P88: Education, 2010, MASARYK UNIVERSITY BRNO Department of English Language
and Literature Hearing Impaired Learners and their Learning Styl.pdf - 88:55 [The
purpose of this study was ..] (62:654-62:1063) (Super)
Codes: [3.learning strategies]
No memos

The purpose of this study was to gather data and explore the learning styles of the
8th and 9th grade pupils of the Kindergarten, Primary and Secondary School for
Hearing Impaired in Valask Mezi. Being their English teacher, I decided to reveal
their learning styles to enhance my teaching methods and, moreover, to help my pupils
to find the most effective English language learning strategies.

P88: Education, 2010, MASARYK UNIVERSITY BRNO Department of English Language
and Literature Hearing Impaired Learners and their Learning Styl.pdf - 88:56 [The data
gathered in this stud..] (62:1065-62:1395) (Super)
Codes: [3.learning strategies]
No memos

The data gathered in this
study can be used by all the special education teachers to understand their deaf pupils
personal learning styles. In addition, people concerned with the deafness and education
will find the information useful in planning, designing, developing, and evaluating not
only a language learning process

P88: Education, 2010, MASARYK UNIVERSITY BRNO Department of English Language
and Literature Hearing Impaired Learners and their Learning Styl.pdf - 88:57 [Teachers
should focus on more ..] (63:736-63:1433) (Super)
Codes: [3.learning strategies]
No memos

Teachers should focus on more than one learning style during the educational
process. Although it might be tempting to assume that all deaf and hard of hearing
pupils are visual or kinesthetic learners, our research shows that this is not necessarily
true. However, it is probably to their advantage if they are. For those who are dominant
auditory learners, it seems to be a hampered situation. The teacher should bear in mind
how frustrating language learning could be for a deaf student, who is purely auditory
learner. It does not mean he or she cannot learn, but it will be more challenging for him
or her because he or she will have to rely more on a secondary learning style.

P88: Education, 2010, MASARYK UNIVERSITY BRNO Department of English Language
and Literature Hearing Impaired Learners and their Learning Styl.pdf - 88:58
[Furthermore, as teachers we ca..] (63:1436-63:1875) (Super)
Codes: [3.learning strategies] [4. challenges in teaching H.I]
No memos

Furthermore, as teachers we can help the learner to avoid frustration and can help them
find the right place in a world from which people derive a sense of satisfaction and self
worth. Modern society can be inspired to adjust its educational system to accommodate
diversity in learning styles, talents, and personalities thus ensuring that even hearing
impaired student is given a chance to fulfil his potential and to be successful

______________________________________________________________________

Code: 4. challenges in teaching H.I {14-0}

P88: Education, 2010, MASARYK UNIVERSITY BRNO Department of English Language
and Literature Hearing Impaired Learners and their Learning Styl.pdf - 88:1 [Teaching
language to the heari..] (6:27-6:329) (Super)
Codes: [4. challenges in teaching H.I]
No memos

Teaching language to the hearing impaired as their second or third language is
thought to be an immensely complex area for special education teachers of the deaf. As
a teacher of English I have met a lot of difficulties in the sphere of teaching the third
language to the hearing impaired learners

P88: Education, 2010, MASARYK UNIVERSITY BRNO Department of English Language
and Literature Hearing Impaired Learners and their Learning Styl.pdf - 88:3
[Unfortunately, not many specia..] (6:466-6:795) (Super)
Codes: [4. challenges in teaching H.I]
No memos

Unfortunately, not many special meetings providing the best teaching methodology
workshop for this area have been organized in the Czech Republic. Therefore, the
teachers are forced to experiment and try the procedures and material originally aimed
for the mainstream, or more precisely, hearing students, adapt to the deaf.

P88: Education, 2010, MASARYK UNIVERSITY BRNO Department of English Language
and Literature Hearing Impaired Learners and their Learning Styl.pdf - 88:4 [Being a
successful teacher of ..] (6:1376-6:1490) (Super)
Codes: [4. challenges in teaching H.I]
No memos

Being a successful teacher of the deaf requires
understanding all the specific distinctions of the deaf students.

P88: Education, 2010, MASARYK UNIVERSITY BRNO Department of English Language
and Literature Hearing Impaired Learners and their Learning Styl.pdf - 88:27 [A
classroom for a language les..] (24:1280-24:1901) (Super)
Codes: [4. challenges in teaching H.I]
No memos

A classroom for a language lesson should be light enough to enable the deaf pupils
to see any details in the room clearly (Strnadova 101; Potmil 69). Additionally, the
acoustics of the room should be adapted to those with residual hearing who can
perceive the teachers oral speech. For instance, windows should be kept closed during
speaking in order to lower noises from outside. (Strnadova 148; Potmil 69,92) Seating
arrangement should be adapted to the main requirement the optimal conditions for
permanent visual contact between the teacher and each of the pupils or students.
(Strnadova 117-122)

P88: Education, 2010, MASARYK UNIVERSITY BRNO Department of English Language
and Literature Hearing Impaired Learners and their Learning Styl.pdf - 88:28 [A teacher
of the hearing impai..] (25:279-25:1816) (Super)
Codes: [4. challenges in teaching H.I]
No memos

A teacher of the hearing impaired should be enormously patient, attentive and
sensitive. Moreover, she/he is supposed to have a command of the sign language, finger
spelling and other means of total communication. Her/his pronunciation should be
natural, clear and also clearly seen. The teacher should not exaggerate her/his lip
movements but slow pace of speaking can help the deaf students. Male teacher should
keep mustaches well groomed. She/he should not stand on a place where a window or
other source of light is situated behind her/his back. She/he should stand in front of
learners to enable them to lip read. She should not walk, turn her/his head or cover
lips while speaking to the deaf. Speaking to learners while the teacher is writing on the
blackboard is useless. The teacher is supposed to use mime, gestures or other means of
non verbal communication to help learners to understand what is being said. The
teacher is advised to make sure that all pupils or students pay attention to her/his
teaching all the time. Rather than asking learners, whether they understand the teacher
should ask about the knowledge. The teacher of the hearing impaired should also apply
an individual approach to each pupil or student. Considering the hearing loss and
learning difficulties the teacher should use such teaching techniques that are effective
and, moreover, motivate pupils or students for further learning. (Renotirov, Ludkov
183) (Green How Do You Teach 2010) (Strnadova 148-15

P88: Education, 2010, MASARYK UNIVERSITY BRNO Department of English Language
and Literature Hearing Impaired Learners and their Learning Styl.pdf - 88:29 [Julian
Edge says that Our pur..] (25:1847-25:1984) (Super)
Codes: [4. challenges in teaching H.I]
No memos

Julian Edge says that Our purpose is not to teach materials. Our purpose is to
teach students, and to use materials in that process. (

P88: Education, 2010, MASARYK UNIVERSITY BRNO Department of English Language
and Literature Hearing Impaired Learners and their Learning Styl.pdf - 88:30 [Materials
are generally though..] (25:1998-25:2400) (Super)
Codes: [4. challenges in teaching H.I]
No memos

Materials are generally thought to be supporting device for learning and teaching
any language, so it should be designed to suit learners and the processes involved. A
teacher should bear in mind that she/he is the only responsible person in the classroom
who can help pupils or students learn a language. (Harmer 2001: 56-7, 61) Therefore, a
choice of valuable material is immensely meaningful

P88: Education, 2010, MASARYK UNIVERSITY BRNO Department of English Language
and Literature Hearing Impaired Learners and their Learning Styl.pdf - 88:31 [Therefore,
a choice of valuabl..] (25:2335-26:177) (Super)
Codes: [4. challenges in teaching H.I]
No memos

Therefore, a
choice of valuable material is immensely meaningful. Furthermore, material greatly
influences any programme of a language lesson which helps us to be more inventive, 26
dynamic and efficient (Wright, Haleem 1). Generally, using various visual materials is
indisputably fundamental to a teacher of learners with not only hearing impairment.

P88: Education, 2010, MASARYK UNIVERSITY BRNO Department of English Language
and Literature Hearing Impaired Learners and their Learning Styl.pdf - 88:32 [Visual
Material for the Hearin..] (26:188-26:690) (Super)
Codes: [4. challenges in teaching H.I]
No memos

Visual Material for the Hearing Impaired
Strategies for Teaching Students with Hearing Impairments underlines the
following rules for teachers of the deaf learners. Material stimulating visual perception
is thought to be essential for education of the hearing impaired pupils. A serious hearing
loss totally prevents handicapped pupils or students from auditory perception during
lessons and that is why visuals have evidently a dominant role in language teaching to
deaf learners

P88: Education, 2010, MASARYK UNIVERSITY BRNO Department of English Language
and Literature Hearing Impaired Learners and their Learning Styl.pdf - 88:33 [According
to Mary Underwood t..] (26:704-26:1314) (Super)
Codes: [4. challenges in teaching H.I]
No memos

According to Mary Underwood the amount of English learnt by students is not
proportional to the quantity of aids used. (80) Such a statement certainly would not be
accepted by language teachers of deaf learners. The need for using visual material,
especially in language teaching, seems to be meaningful for the deaf. Green says to:
Use visual aids whenever possible. Vision becomes a hearing impaired student's
primary means for receiving information. Consider using posters, charts, flash cards,
pictures, manipulatives, graphic organizers, or any visual items, they may find helpful.

P88: Education, 2010, MASARYK UNIVERSITY BRNO Department of English Language
and Literature Hearing Impaired Learners and their Learning Styl.pdf - 88:34 [Andrew
Wright and Safia Haleem..] (26:1315-26:1984) (Super)
Codes: [4. challenges in teaching H.I]
No memos


Andrew Wright and Safia Haleem focus on usage of the following visuals:
authentic printed materials (84), workcards and worksheets (65), word flash cards (59),
picture flash cards (50), wall pictures and wall posters (44), a flannelboard,
magnetboard and adhesive plastic (38), an overhead projector (27) and a chalkboard
and whiteboard (5) in their language teaching methodology. Aditionally, it is important
to underline other significant aids mentioned and defined in Wikipedia.org, such as an
interactive whiteboard with data projector and digital visualizer which seem to be
undoubtedly very helpful devices in the teaching process.

P88: Education, 2010, MASARYK UNIVERSITY BRNO Department of English Language
and Literature Hearing Impaired Learners and their Learning Styl.pdf - 88:46 [Generally,
the significant aim..] (43:1785-43:2507) (Super)
Codes: [4. challenges in teaching H.I]
No memos

Generally, the significant aim of not only English language teachers is to enable the
pupil or student to succeed. Revealing their learning style preferences is probably one of
the latest issues in the area of education. The knowledge of either individual or the
whole class dominant learning style is definitely beneficial. For instance, it helps with
the choice of teaching methods or strategies or appropriate material used in the English
language classroom. Additionaly, Gregorc and Ward (1997, qtd. in Hood) express the
claim that if educators are to successfully address the needs of the individual they have
to understand what individual means. They must relate teaching style to learning
style.

P88: Education, 2010, MASARYK UNIVERSITY BRNO Department of English Language
and Literature Hearing Impaired Learners and their Learning Styl.pdf - 88:51 [To be a
successful English tea..] (59:824-59:1392) (Super)
Codes: [4. challenges in teaching H.I]
No memos

To be a successful English teacher of the hearing impaired is a great challenge.
Obviously, the background knowledge of the hearing impairment and knowledge of
sign language is inevitable. The learning style diagnosis of the learners seems to be a
helpful device. However, the main condition of the effective language learning is to
understand each other. Regarding the visual and kinesthetic preferences as leading
learning styles, we asked the students to decide, which communication with their
teacher, during the English language lesson, suits them best

P88: Education, 2010, MASARYK UNIVERSITY BRNO Department of English Language
and Literature Hearing Impaired Learners and their Learning Styl.pdf - 88:58
[Furthermore, as teachers we ca..] (63:1436-63:1875) (Super)
Codes: [3.learning strategies] [4. challenges in teaching H.I]
No memos

Furthermore, as teachers we can help the learner to avoid frustration and can help them
find the right place in a world from which people derive a sense of satisfaction and self
worth. Modern society can be inspired to adjust its educational system to accommodate
diversity in learning styles, talents, and personalities thus ensuring that even hearing
impaired student is given a chance to fulfil his potential and to be successful

______________________________________________________________________

Code: futher research {6-0}

P10: Bettuzzi, 2009, Chapter 1 Introduction.pdf - 10:12 [In summary, not all studies on..]
(9:4-9:219) (Super)
Codes: [futher research]
No memos

In summary, not all studies on second language learning strategy training have been uniformly
successful or conclusive. Thus, more research is essential in the area of learning strategy
training (Yang 1995 p.9)

P10: Bettuzzi, 2009, Chapter 1 Introduction.pdf - 10:41 [It is useful for teachers to f..]
(56:889-56:1221) (Super)
Codes: [futher research]
No memos

It is useful for teachers to find out the learning strategies and learning styles of their students.
The information collected not only helps the teachers to understand more about the learning
process and preference of their students, but also provides useful guidelines for the teachers to
design strategy training programmes

P10: Bettuzzi, 2009, Chapter 1 Introduction.pdf - 10:42 [It is also worthwhile studying..]
(56:1227-56:1588) (Super)
Codes: [futher research]
No memos

It is also worthwhile studying how learning styles affect strategy use. This study only focused
on whether learning styles have effects on the effectiveness of strategy training. It would also
be interesting to look at how learning styles affect the result of strategy training and how they
affect students choice of learning strategy in the first place

P10: Bettuzzi, 2009, Chapter 1 Introduction.pdf - 10:43 [The type of strategy training ..]
(57:247-57:660) (Super)
Codes: [futher research]
No memos

The type of strategy training also deserves more investigation. So far, much of the focus has
been on the strategies themselves. However, not much has been done on the development of
the training programme that corresponds to specific learning strategies. There has not been a
standardized set of strategy training materials which are found to be effective and applicable
for practical pedagogical use.

P10: Bettuzzi, 2009, Chapter 1 Introduction.pdf - 10:44 [It may also be worth studying ..]
(58:5-58:815) (Super)
Codes: [futher research]
No memos

It may also be worth studying how to sustain students use of strategy. Take for example the
use of journals; most students would keep the journal when requested by the teacher to do so.
However, the ultimate goal for using the journal should be to develop students habit of
monitoring their own learning strategy use and learning progress. Learning autonomy cannot
be achieved unless students take the initiative to keep the journal even without being requested
by the teacher to do so. As noted by OMalley et at. (1985), the transfer of strategies . to
new learning activities may be extremely sensitive, requiring continued prompts and structured
directions until the strategies become autonomous (p.576). Studies on how to internalize the
concept of learner autonomy are worthwhile

P88: Education, 2010, MASARYK UNIVERSITY BRNO Department of English Language
and Literature Hearing Impaired Learners and their Learning Styl.pdf - 88:54 [Ideas for
Further Research The..] (62:11-62:623) (Super)
Codes: [futher research]
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Ideas for Further Research
There were several limitations to this study. The small sample size representing the deaf
learners does not address all the hearing impaired learners learning style preferences. A
larger sample size would be more appropriate for the future research. This work does
not reflect the participants strengths in other learning styles. For instance, Dunn and
Dunn Model of Learning Style (see chapter 3.2.4) might be worth trying. Different
classes and different teachers might provide adequate assistance in other learning styles
and aid the learners learn better and faster.

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Code: teaching strategies {4-0}

P 1: 163585710-Teaching-Strategies-for-Deaf-Students.pdf - 1:1 [Deaf and
hard of hearing peopl..] (1:289-1:609) (Super)
Codes: [teaching strategies]
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Deaf and hard of hearing people vary greatly in
their chosen communication methods, and the skill with which they do it.
However main communication in likely to be via:
Listening
Facial expression
Lipreading
Gestures
Speech
Mime
British Sign Language
Writing
A combination of these

P 1: 163585710-Teaching-Strategies-for-Deaf-Students.pdf - 1:2
[To effectively meet the commun..] (1:614-4:2230) (Super)
Codes: [teaching strategies]
No memos

To effectively meet the communication needs of a deaf student in the context
of higher educational settings, the following should be considered:
1. Personal Delivery
Lipreading requires great concentration. Three quarters of it is guesswork
and,
for this reason, clear speech and contextual clues are vital for understanding.
Speech: Speak clearly and at a reasonable pace. Try to keep the rhythm of
your speech as natural as possible. If in doubt ask the deaf student if the pace
is right.
Visibility: To be able to lipread the deaf student needs to be able to see your
face. Try to keep beards and moustaches trimmed; do not cover your mouth
with pens, cigarettes, coffee cups or hands while speaking. Try not to nod
your head too much or speak while writing on the board or walking around the
room as this creates nearimpossible lipreading conditions. Ensure that the
light is on your face and never from behind you as this will leave your face as
a silhouette.
Face: Try to maintain eye contact when talking to a deaf student one to one.
Try to use expression in your face as well as gesture as this helps to convey
the sense of your words to a lipreader.
Position: The deaf person should be seated to best advantage. She or he will
know where best to sit. This will usually be a seat near the front, slightly to
one side of the speaker (the optimum distance for lipreading
is about 6 feet).Distractions: Try to keep lightreflecting or bright jewellery to a minimum, and
wear plain clothes. Bright clothes, especially checks, stripes or dots can make
concentration difficult.
Gaining Attention: Be sure to gain the deaf person's attention before you start
speaking. You can wave your hand at the student, flash the lights on and off
or, if necessary, ask the person's neighbour to tap a shoulder or arm to alert
him or her.
2. Presentation
Context: Before starting a discussion or changing the subject let the deaf
personal know the topic being discussed. Lipreading is much easier when the
subject area is known.
Structure: Try to follow a logical structure for your session as this makes
lipreading easier to follow. If possible, let the student have a copy of your
written notes before the lecture as this will help with following an argument.
Pace: Try to allow a little extra time for the deaf student to assimilate
information and respond before going on to the next stage. Break the session
up so that the deaf student is not lipreading for long periods at a time.
Contributions: Questions and contributions from elsewhere in the room,
especially if they are from behind the student will not be heard. Repeat the
question before going on to answer it.
3. Use of Visual Aids
Vital Information: Write out vital information such as changes of meeting time
or venue on the board or overhead projector to make sure that the deaf
person is not left out.
New Vocabulary: Try to provide new vocabulary in advance or write it on the
board or OHP. Unknown words are impossible to lipread.
Reading Time: When using OHPs, boards or flipcharts, allow the students
time to read what is written before starting to speak.
Boards and Flipcharts: Try not to speak when writing on the board. Students
cannot lipread the back of your head.
Overhead Projectors: These can be particularly helpful, but remember that
OHPs can be noisy which may be difficult for those who use hearing aids.
Slides: When using slides in a darkened room leave a curtain open or a
spotlight on the speaker or interpreter or turn up the lights again before
beginning the commentary.Videos and Tapes: Try to use subtitled videos where possible or
obtain a
transcript of the commentary.
4. Lectures
Handouts: Well prepared handouts provided in advance to allow reading time
will increase the amount that a deaf student gains from your lecture.
Position: Try to stay in the same place and not move around while you are
talking.
Booklists: Make sure that you give the deaf student relevant booklists well
before the start of the course. A deaf student may rely more heavily on text
books than lectures and so easy availability is a great help.
5. Seminars
For deaf students group discussions are probably the most difficult situations
to deal with. But there are ways of overcoming some of the problems.
Size: The optimum size of group for a deaf person is between 6 and 10. If a
group is bigger than this it is unlikely that people will be near enough to
lipread and following contributions to discussions becomes more complicated.
Seating: Arrange the room so that the student can see everyone by putting
chairs in a circle or horseshoe shape. Make sure no one is silhouetted against
the light.
Chairing: Allow the deaf student to take his or her share in chairing the
discussion. When someone else is chairing make sure that this person
controls the discussion, encourages mumblers to speak up and prevents
unnecessary interruptions when people are speaking.
Equipment: If the student is using a radio microphone or loop system
remember that all contributors to the discussion will need to speak in to the
microphone. Ensure that this is known to the group before discussion starts.
6. Practicals, Lab and Studio Work
A variety of different situations can arise in practical sessions.
Examples could be:
Do not stand behind the student when he or she is working. Remember also
that the student cannot watch the work and lipread you at the same time.
When teaching points arise during the session as a result of supervising the
work of other students, remember to attract the deaf student's attention before
speaking.Make sure that the deaf student can see clearly what you are saying and
doing when giving a demonstration.
7. Fieldwork and Placements
Special provision may have to be made for students on field trips or on
placements. A student who copes well with lipreading in a lecture theatre may
be quite unable to manage without further support when on a windy beach or
moor or in a noisy factory. Be flexible and talk through the possible options
and solutions with the student well in advance to avoid problems.
8. Timetabling
Rearranging the timetable slightly can make an enormous difference to a deaf
student. Examples are given below:
Lectures: Try not to fill an entire day with contact teaching. Lipreading is tiring
and a few hours every day is best.
Tutorials: If a student uses an interpreter or communicator remember that this
needs to be taken into account in the timing of tutorials.
9. Choice of Room
This can be vital to maximise the amount which a deaf student can gain from
a session.
Lighting: Choose a room with good lighting where light will be concentrated on
the speaker's face. Rooms with windows directly behind the speaker are not
good as they will leave the speaker as a silhouette.
Background Noise: Choose a quiet room without background noise from
traffic which may make it difficult to hear hearing aid users are more
distracted by background noise than hearing people. If students are being
divided into groups for a session try not to put more than one group in a room
as the discussion of another group can make it difficult to decipher what is
being said nearby.
Acoustics: Try to choose a room that has been acoustically treated. Carpet,
soft furnishings, ceiling tiles to absorb sound all make it easier to hear.
Amplification Systems: Check that the room is suitable for any technical
equipment that may be used. Can the amplification system already installed
be used in conjunction with a portable loop or with a radio microphone
system?
Decoration: Try not to choose a room with bright or distracting wallpaper or
pinboards behind the speaker. This can make it difficult to concentrate on the
speaker. If necessary, use a screen behind the speake

P10: Bettuzzi, 2009, Chapter 1 Introduction.pdf - 10:8 [First, research in the strateg..]
(5:1320-6:370) (Super)
Codes: [teaching strategies]
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First, research in the strategy use of secondary students in Hong Kong is limited. Thus, the
findings from the study would be an initial step to a better understanding of strategy use of
students and strategy training in Hong Kong.
Second, it could show how far strategy training could be effectively implemented to Hong
Kong secondary students. Strategy training has gained more attention in Hong Kong recently. 5
The results of the study may give insights to educators into the practicality of strategy training
in Hong Kong.
Third, in a learner-centred approach in language teaching, looking at the learning style of
secondary students could allow better understanding in individual learners learning preference
and help educators make more appropriate curricular plans.

P10: Bettuzzi, 2009, Chapter 1 Introduction.pdf - 10:19 [What are the learning strategi..]
(22:320-22:478) (Super)
Codes: [teaching strategies]
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What are the learning strategies of my students?
2. Can my students strategies be trained?
3. What kind of learning style benefits most from the training?

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