Thesis on "Auditory Learners"

Thesis 4 pages (1233 words) Sources: 4 Style: APA

[EXCERPT] . . . .

Auditory Learners

The academic recognition of differences in learning styles has elicited a large amount of research attention. The literature suggests that learning styles play an important part in learning, processing, and academic performance. In addition, tests to determine learning styles have become increasingly sophisticated. Even within the main learning styles themselves, differences in particular learning preferences have emerged. Of all learners, those with the auditory learning preference benefit the most from the traditional "talk and chalk" instruction method, whereby children are expected to listen to and memorize new information.

Auditory Learners: Background

Auditory learners, as the phrase suggests, prefer to learn by listening to the spoken word. According to Pengiran-Jadid (2003), these learners can remember at least three quarters of what they hear during their exposure to 40 or 50 minutes of lecture time. Interestingly, a study conducted with Bruneian students revealed that auditory learning was the least manifested preference among young school children. Female Bruneian students on the other hand revealed significantly more auditory preferences in learning style than the males.

According to Eide & Eide (2005), the fact that auditory learners prefer the traditional teaching method has resulted in less research attention being focused upon this learning style. Auditory learners generally prefer to process information through a sequence of listening, speaking, and listening again. They are also strong speakers, and like to participate in learning by speaking about the information they receive. In addition to lecturing, they therefore enjoy activities such as group discussions and interactive teaching.

According to Shannon Hutton (2009), auditory learners enjoy talking, and therefore tend to talk to themselves. In a class situation, they also have difficulty remaining silent for extended periods of time, while also being easily distracted by background noise. Their strongest skills are in the auditory verbalization of information.

Auditory learners are less talented when required to follow written instructions, or to read. When reading, they tend to whisper the words to themselves. They also read slowly and prefer that others read to them. To help auditory learners succeed in school, Hutton suggests that teachers and parents teach reading by means of the phonetic approach, and by encouraging children to read aloud. For young children, rhyming word games can also be used to alleviate the difficulty that some auditory learners experience with the written word.

Auditory learners however have specific strengths in the terms of the spoken word. According to information provided by Penn State York (2009), for example, these learners have strong speaking skills. Their vocabulary is well developed, and they appreciate words and their sound. Being orally and aurally oriented, they also often have strong communication skills, which they use to express their ideas clearly and interestingly. Many auditory learners excel at foreign language learning and have considerable musical talents. They therefore have considerable verbal intelligence (Idpride.net, 2009), or in other words, the ability to use words and language. Their skills might include such talents such as listening, speaking, story telling, explaining, teaching, using humor, and promoting ideas.

According to Hutton (2009), these students will also benefit from auditory learning materials such as video and audio tapes, books on audiotape, and musical props to create melodies and rhythms to reinforce information. To an auditory learner, written language is much less colorful than spoken language. They for example use a speaker's tone of voice, pitch, speed and other auditory clues to work out the underlying meaning or intention behind what is said. According to Idpride.net (2009), auditory learners possess considerable

In terms of assessment, auditory learners would excel in tasks that require them to respond verbally, such as oral reports and answering questions in a class situation. Directions should also be given verbally, while key… READ MORE

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