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作者 Conner, Karen G
書名 Mindmapping: A graphic means of addressing differing learning styles in the ESL classroom
國際標準書號 0496183214
book jacket
說明 100 p
附註 Source: Masters Abstracts International, Volume: 41-05, page: 1255
Adviser: Dawn Bates
Thesis (M.A.)--Arizona State University, 2003
The study of individual differences in learners has been a focus of second language researchers since the 1970s. One important framework within which researchers have studied individual differences is cognitive style. Cognitive style refers to how individuals perceive, organize, analyze, or recall information or experience. The present study reviews a construct from the cognitive style literature---field dependence/independence---showing that field dependent learners are traditionally underserved in the English as a second language classroom
Field dependence/independence fell out of favor in the 1990s because some critics found fault with the instruments used to test it. Some researchers, however, are still investigating its influence in the second language classroom. Cognitive style influences the strategies students use to learn language. After addressing cognitive style differences and the needs of diverse ESL students, this researcher looked for a means of meeting the needs of the underserved students without ignoring the needs of the total student population in the ESL classroom. This thesis presents a graphic learning tool called mindmapping that effectively addresses these needs and discusses how this tool can be used in teaching the language skills: listening, speaking, reading, and writing. A qualitative study reports the opinions of three teachers and one student who use mindmapping techniques to teach and learn language. The final chapter presents original mindmaps and discusses how to use prototype theory and radial categories in a mindmapping application to teach English prepositions
School code: 0010
DDC
Host Item Masters Abstracts International 41-05
主題 Education, Educational Psychology
Education, Language and Literature
0525
0279
Alt Author Arizona State University
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