چکیده:
Individual differences have always been a key element
in the success and failure of learners in language
classrooms. Learners come to EFL classes with various
learning styles and teachers utilize different methodologies
targeting different needs of the learners which may have
important effects on the quality of the learning
environment. In this study a comparison is made between
learning styles and teaching methodologies to figure out
whether there is any consistency between the two. The
participants in this survey study are 108 EFL learners and
108 teachers from private institutes. The instruments for
gathering data are two questionnaires, one for learning
style (Honey & Mumford, 2006) and the other for teaching
style (Grasha, 1996). The results of this study revealed
that not only there is little consistency between learning
styles and teaching methodologies but also there is not a
suitable way of measuring learning proficiency in language
classes. In many EFL classes, there is little chance for
feedback and a traditional paper-pencil evaluation is still on
the stage in some classes. The paper ends with addressing the
relevant pedagogical implications.
خلاصه ماشینی:
"An Investigation of the Relationship between L2 Learning Styles and Teaching Methodologies in EFL Classes Dr. Farahman Farrokhi Associate Professor of TEFL, University of Tabriz Abstract Individual differences have always been a key elementin the success and failure of learners in language classrooms.
Learners come to EFL classes with various learning styles and teachers utilize different methodologies targeting different needs of the learners which may have important effects on the quality of the learning environment.
3. Purpose of the Study This survey study investigated the perceptions of L2 learners and teachers with reference to teaching methodologies and learning styles in EFL classes, aiming at exploring the extent to which L2 learners’ learning styles match the teachers’ instructional methodologies.
According to the assessment model proposed by Johnson (1996), the assessment system in language classrooms should be changed since the assessment system in most EFL classes is a summative one in which there is no chance for the teacher to provide feedback for the learners and learners’ errors are left unchecked.
7. Conclusion In this study an attempt was made to investigate the perceptions of L2 teachers and learners with respect to leaning styles and teaching methodologies in EFL classes in Iran to provide effective guidelines for improving language learning programs."