Cultural Learning Styles in Language Education: A Special Reference to Asian Learning Styles

Cover
Half Title
Title Page
Copyright Page
Dedication
Brief Contents
Table of Contents
List of Illustrations
Introduction
	Where Did It All Start?
	Research on Learning Styles: ‘Toward a Paradigm Shift’
	Languages, Cultures, Learning Styles: An Ecological Structure
	Aims and Purposes
		Conceptualising and Reconceptualising Cultural Learning Styles
		Substantiating and Validating Concepts Related to Cultural Learning Styles
		Instigating and Effecting Innovative and Collaborative Language Curricula
		Building Bridges of Consciousness Mediated through Cultural Learning Styles
	Key Concepts
		East versus West and Collectivism versus Individualism
		Asian Learners and Asian Learning Styles
	Book Structure
		Chapter 1 : Learning Styles: A ‘Somewhat Inappropriately Named Area’
		Chapter 2 : Cultural Dimension of Learning Styles
		Chapter 3 : Learning Styles, Cognitive Styles and Thinking Styles
		Chapter 4 : Learning Styles and Learning Strategies
		Chapter 5 : Hofstede’s Cultural Systems Theory and Cultural Learning Styles
		Chapter 6 : Cultural Learning Styles and Asian Learning Styles
		Chapter 7 : Cultural Learning Styles and Teachers’ Teaching Styles
		Chapter 8 : Cultural Learning Styles and Collaborative Learning
	References
Chapter 1: Learning Styles: A ‘Somewhat Inappropriately Named Area’
	1.1 The Origin of Learning Styles
	1.2 Ways/Traits/Characteristics of Learning
	1.3 Patterns/Modes/Approaches of Learning
	1.4 Components/Elements/Dimensions of Learning Styles
	1.5 Learning Styles/Intelligences/Abilities
	1.6 The Trait-or-State Debate
	1.7 A ‘Style War’, a Myth and a Leading Theme
	References
Chapter 2: Cultural Dimension of Learning Styles
	2.1 Culture and Learning Environments
		2.1.1 The Concept of ‘Culture’
		2.1.2 Learning Environments and Learning Contexts
	2.2 Dimensions of Learning Styles
		2.2.1 Meta-Analyses of Learning Style Theories/Models
		2.2.2 Dimensions and Types of Learning Styles
	2.3 Learning Environments in Learning Style Models
		2.3.1 Selection of Learning Style Models for Analysis
		2.3.2 Witkin’s Dependent and Independent Self Model
		2.3.3 Myers–Briggs Type Indicator
		2.3.4 Kolb’s Experiential Learning Theory
		2.3.5 Dunn and Dunn’s Learning Style Theory
		2.3.6 Environmental Influence on Learning Styles: A Local Perspective
	2.4 Cultural Dimension of Learning Styles: A Global Perspective
		2.4.1 Cultural Variations among Learning Style Models
		2.4.2 Cultural Learning Styles: A Local–Global Nexus
	References
Chapter 3: Learning Styles, Cognitive Styles and Thinking Styles
	3.1 Learning Styles and Cognitive Learning Styles
		3.1.1 Learning Styles and Cognitive Styles: Overlapping Areas
		3.1.2 Cognitive Styles and Cognitive Learning Styles
	3.2 Learning/Cognitive/Thinking Styles and Processes
		3.2.1 Learning/Cognising/Thinking: Overlapping Processes
		3.2.2 Learning/Cognitive/Thinking Styles and Teaching Styles
	3.3 Learning Intelligences/Abilities/Aptitude and Cultural Influence
		3.3.1 Learning Styles/Intelligences/Abilities
		3.3.2 Linguistic Aptitude and Communicative Competence
	3.4 Cognitive Learning Styles and Sociocultural Environments
		3.4.1 Thinking Styles: Variation among Learners across Cultures
		3.4.2 Learning Styles: ‘Culture-bound Cognitive Schemes’
	References
Chapter 4: Learning Styles and Learning Strategies
	4.1 Learning Strategies: A Historical Perspective
		4.1.1 Defining a ‘Good Language Learner’
		4.1.2 Cognitive, Affective and Social Dimensions of Learning Strategies
	4.2 Learning Styles and Learning Strategies: Where Do They Meet?
		4.2.1 In between Conscious and Unconscious Learning
		4.2.2 Interface Situating in Sociocultural Learning Environments
	4.3 Learning Strategies and Learning Styles in Diverse Contexts
		4.3.1 Learning Strategies and ‘Culture Types’
		4.3.2 Weaving a ‘Grand Tapestry’ While ‘Walking in Another’s Shoes’
	4.4 Learning Styles/Strategies in Language and Culture Learning
		4.4.1 Language Learning and Culture Learning
		4.4.2 Learning Styles/Strategies and Culture: What Are the ‘Shoes’?
	References
Chapter 5: Hofstede’s Cultural Systems Theory and Cultural Learning Styles
	5.1 Hofstede’s Cultural Systems Theory
		5.1.1 Hofstede’s Dimensions of Cultural Differences
		5.1.2 Hofstede’s Collectivist versus Individualist Styles of Learning
	5.2 East versus West Dichotomy and Stereotyping
		5.2.1 Eastern versus Western Learning Traditions
		5.2.2 Cultural Perceptions versus Stereotyping
	5.3 Hofstede’s Cultural Systems and Learning Styles: The Conceptual Link
		5.3.1 Hofstede’s Cultural Systems Theory and Kolb’s Experiential Learning Theory
		5.3.2 Hofstede’s Cultural Systems Theory and Intellectual Styles: The ‘Most Obvious’ Choice
	5.4 Cultural Learning Styles and Language Education
		5.4.1 Reid’s Perceptual Learning Style Model and Language Learning
		5.4.2 Cultural Learning Styles and Language Learning
	5.5 Cultural Learning Styles: Connecting East and West
		5.5.1 Cultural Learning Styles: The Concept
		5.5.2 Fascination with Hofstede’s Cultural Systems Theory
	References
Chapter 6: Cultural Learning Styles and Asian Learning Styles
	6.1 Asian Learners and Chinese Learners
		6.1.1 Chinese Learners
		6.1.2 Asian Learners
	6.2 Confucian Culture and Asian Learning Styles
		6.2.1 Confucian Heritage Culture
		6.2.2 Confucian Learning Tradition and Chinese Learning Styles
	6.3 Asian Learning Style as a Cultural Learning Style
		6.3.1 Features of Asian Learning Styles
		6.3.2 Asian Learning Styles Structured in Cultural Learning Styles
	6.4 Asian Learners and Asian Learning Styles: Some Misconceptions
		6.4.1 Memorising as a Learning Strategy and a Learning Process
		6.4.2 Group Learning Strategies versus Group Learning Styles
		6.4.3 Cooperating with Others versus Cooperative Learning Styles
	6.5 Cultural/Asian Learning Styles: Balance and Cohesiveness
	References
Chapter 7: Cultural Learning Styles and Teachers’ Teaching Styles
	7.1 Learning/Teaching Styles versus Learning/Teaching Approaches
		7.1.1 Learning Styles versus Learning Approaches
		7.1.2 Teaching Styles versus Teaching Approaches
	7.2 Cultural Learning/Teaching Styles and Teaching Approaches
		7.2.1 Teaching Styles: A Reflection of Learning Styles
		7.2.2 Alignment with Teaching Approaches
	7.3 When Cultural Learning Styles Click with Teachers’ Teaching Styles
		7.3.1 Matching Cultural Learning Styles and Teaching Styles
		7.3.2 Switching between Cultural Learning Styles and Teaching Styles
	7.4 A Curriculum Empowered by Cultural Learning/Teaching Styles
		7.4.1 Alignment with Sociocultural Curriculum Approach
		7.4.2 Transforming Education Philosophy
		7.4.3 Bridging Eastern and Western Styles of Learning
	References
Chapter 8: Cultural Learning Styles and Collaborative Learning
	8.1 Cultural Learning Styles: From Trait to State
		8.1.1 Learning Styles on the Trait-or-State Continuum
		8.1.2 Learnability, Adjustability and Adaptability
	8.2 Cultural Learning Styles: A Matter of Difference
		8.2.1 Heeding Individual Differences
		8.2.2 Individuality and Uniqueness
		8.2.3 Awareness and Reinforcement
	8.3 Cultural Learning Styles: A Matter of Style
		8.3.1 Learners’ Personal Design with Creativity
		8.3.2 Programme Design with Art of Flexibility
	8.4 Cultural Learning Styles: A Matter of Collaboration
		8.4.1 Cultural Learning Styles: A Concept for Collaboration
		8.4.2 Cultural Learning Styles: A Concept for Harmony and Peace
	References
Afterword
	References
Index