A semiannual International Research Journal

The Study of the Relationship Between Kolb’s Learning Model and Learning American Slang for Teaching and Learning by Iranian EFL Students

Document Type : Original Article

Authors

1 Department of English Language Teaching, Zanjan Branch, Islamic Azad University, Zanjan, Iran.

2 Department of English Language Teaching, Zanjan Branch, Islamic Azad University, Zanjan, Iran

Abstract
One of the most significant current discussions in learning and teaching communicative methods, especially in informal and communicative language, is the teaching and learning of American slang. There is not any study about the relationship between Kolb’s Learning Model and Learning American slang among Iranian EFL students. In this study sixty three EFL students were selected. The 63 participants took the Kolb’s (2006) Learning Style Inventory questionnaire, and then the Slang Test. The test and the questionnaire answered by the participants were scored. Then the data were analyzed using the descriptive statistics, correlation, regression and t-test. The outcomes of the study indicated that the Abstract Conceptualization (AC)/ being theorist, followed by the Active Experimentation (AE)/ being active, are the most dominant teaching and learning styles among the students. The outcomes of the correlation illustrated a significant and high positive correlation between the Kolb’s (2005) teaching and learning model and teaching and learning slang. The study demonstrated the highest correlation between the experiential teaching and learning style (Concrete Experience (CE)/ being pragmatic) and the teaching and learning slang. The findings of this study may be useful for all persons who are concerned with language teaching and learning.

Keywords


Boreham, N. C. (1987). Learning from experience in diagnostic problem solving. In Student Learning: Research in Education and Cognitive Psychology, eds., J. T. E. Richardson, M. W.
Boud, D., R. Keogh, & D. Walker) Eds.). (1985). Reflection: Turning Experience into     Learning. London, UK: Kogan Page.
Chapman, A. (2006). Kolb Learning Styles. Businessballs. Retrieved on August, 2, 2017, from: http://www.businessballs.com/kolblearningstyles.htm.
Dunn, R. S. & Dunn, K. J. (1993). Teaching secondary students through their individual learning styles: Practical approaches for grades. 7-12. NY: Prentice Hall Publication          Company.
Edwards, L. (2007). Solutions Placement Test: Elementary to Intermediate. Oxford Exam Support: Oxford University Press.
Felder, R. M. & Henriques, E. R. (1995). Learning and teaching styles in foreign and second language education. Foreign Language Annals28(1), 21-31.
Felder, R. M. & Spurlin, J. (2005). Applications, reliability and validity of the index of learning styles. International journal of engineering education, 21(1), 103-112.
Hadley, A.O. (1993). Teaching Language in Context. Boston: Heinle & Heinle Publishers.
Healey, M. (1998). Resource-based Learning in Geography. Chel-tenham, UK: Geography          Discipline Network, Cheltenham and Gloucester College of Higher Education.
Henry, J. (1989). Meaning and practice in experiential learning. In Making Sense of Experiential Learning: Diversity in Theory and Practice. S.W. Weil & I. McGill) Eds.) 25-37. Milton Keynes, UK Society for Research into Higher Education and Open University Press.
Kolb, A. Y. & Kolb, D. A. (2005). Learning styles and learning spaces: Enhancing experiential learning in higher education. Academy of management learning & education4(2), 193-212.
Kolb, D.A. (1984). Experiential learning: experience as thesource of learning and development. Englewood Cliffs, New Jersey: Prentice-Hall.
Lane, J. (2001). Two decades of classroom research. In B. J. Fraser & H. J. Walberg (Eds.),         Educational environments: Evaluation antecedents, and consequences, (pp. 3-27), Oxford; New York: Pergamon Press 1st edition.
Lewis, M. (1993). The lexical approach: The state of ELT and the way forward. Hove, England: Language Teaching Publications.
Lewis, M. (1997). Implementing the Lexical Approach: Putting Theory into Practice. Hove, England: Language Teaching Publications.
McCarthy, M., O'Keeffe, A., & Walsh, S. (2010). Vocabulary matrix: Understanding,      learning, teaching. Heinle, Cengage Learning. ELT Journal, 64(2), 243-246.
McGavigan, P. (2009). The acquisition of fixed idioms in Greek learners of English as a foreign language. Unpublished PhD dissertation, Swansea University, UK,          Wales.
McKenna, L., Copnell, B., Butler, A. E., & Lau, R. (2017). Learning style preferences of Australian accelerated postgraduate pre-registration nursing students: A cross-sectional survey. Nurse education in practice.‏ DOI: http:// dx.doi.org/10.1016/j.nepr.2017.10.011.
Merriam-Webster. (2017). from "slang." Merriam-Webster.com. Merriam-Webster, n.d. Web. 31 Mar. 2017.
Mohammadzadeh, A. (2012). The Relationship between Experiential Learning Styles and the       Immediate and Delayed Retention of English Collocations among EFL Learners. English Language Teaching, 5(12), 121-130.
Nasab, F. G. & Hesabi, A. (2014). On the relationship between learning style and the use of         pictures in comprehension of Idioms among Iranian EFL learners. Theory and Practice in Language Studies4(9), 1892-97.
Nielsen, T. & Kreiner, S. (2017). Course evaluation for the purpose of development: What           can learning styles contribute?. Studies in Educational Evaluation, 54, 58-70. https://doi.org/10.1016/j.stueduc.2016.10.004.
Nippold, M. A. & Taylor, C. L. (2002). Judgments of Idiom Familiarity and Transparency: A       Comparison of Children and Adolescents. Journal of Speech, Language, and Hearing Research, 45(2), 384-391.
Peter, H. & Mumford, A. (2006). The Kolb’s learning style inventory questionnaire.        Available Online: https://academic-success.phsc.edu/.../brainbase-learning-style- inventory  
Race, P. (1993). Never Mind the Teaching Feel the Learning. SEDA Paper 80. Birmingham,        UK Staff and Educational Development Association.
Rodriguez, J.K. & Winnberg, H. (2013). Teaching Idiomatic Expressions in Language Classrooms-Like the Icing on the Cake. Malmo hogskola. Retrieved on August, 18, 2017 from: https://muep.mau.se/handle/2043/16123
Rundell, M., & Fox, G. (2007). Macmillan English dictionary for advanced learners.       London: Macmillan.
Saberian, N. & Fotovatnia, Z. (2011). Idiom taxonomies and idiom comprehension:         Implications for English teachers. Theory and practice in language studies, 1(9), 1231-1235.
Schmitt, N. (2000). Vocabulary in Language Teaching. Cambridge: Cambridge University Press.
Vasileva-Stojanovska, T., Malinovski, T., Vasileva, M., Jovevski, D., & Trajkovik, V. (2015). Impact of satisfaction, personality and learning style on educational outcomes     in a       blended learning environment. Learn Individ. Differ, 38, 127–135. http://dx.doi.org/10.1016/j.lindif.2015.01.018.
Vizeshfar, F. & Torabizadeh, C. (2018). The effect of teaching based on dominant learning          style on nursing students' academic achievement. Nurse education in practice, 28, 103-108. DOI: http://dx.doi.org/10.1016/j.nepr.2017.10.013
Zuber-Skerritt, O. (1992a). Professional development in higher education: A theoretical framework for action    research. London, UK: Kogan Page.
Zuber-Skerritt, O. (1992b). Action research in higher education: Examples and reflections. London, UK: Kogan Page.
 
Volume 1, Issue 2
September 2018
Pages 127-146

  • Receive Date 17 April 2024