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Topics & Questions for Study and Discussion. Note: Items listed below are coded for either individual (I) work, group/pair (G) work, or whole-class (C) discussion




Note: Items listed below are coded for either individual (I) work, group/pair (G) work, or whole-class (C) discussion, as suggestions to the instructor on how to incorporate the topics and (Q) questions into a class session.

1. (I) In order to make sure you understand the continuum of process, style, and strategy, make a list of some of the universal processes you have read in previous chapters, then a list of styles and strategies from this chapter. How do they differ?

2. (G) In a small group, share what each of you perceives to be your more dominant cognitive style along the continua presented here: FI/D, right/left brain, ambiguity tolerance, reflective/impulsive, and visual/audi­tory. Talk about examples of how you manifest those styles both in your approach in general to problems and in your approach to SLA.

3. (I) Look at the list of differences between right- and left-brain pro­cessing in Illustration-2. Check or circle the side that corre­sponds to your own preference, and total the items on each side. Are you right- or left-brain dominant? Does this result match your general perception of yourself?

4. (G) Form five groups, with one of the five cognitive styles assigned to each group. Each group will list the types of activities or techniques in foreign language classes that illustrate its style. Then, decide which list of activities is better for what kinds of purposes. Share the results with the rest of the class.

5. (L) Someone once claimed that FD is related to farsightedness. That is, farsighted people tend to be more FD, and vice versa. If that is true, how would you theoretically justify such a finding?

6. (C) Look at the list of "good language learner" characteristics as enumerated by Rubin and Thompson. Which ones seem the most important? Which the least? Would you be able to add some items to this list, from your own or others' experiences?

7. (C) Discuss any instances in which you have used any of the thirteen communication strategies listed in Illustration-3. Are there some other strategies that you could add?

 







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