LANGUAGE LEARNING STYLE PREFERENCES OF GRADE 11 STUDENTS AT A HIGH SCHOOL, NAM DINH

Abstract

This paper studied the language learning style preferences (LLPs) of grade 11 students and teachers’ awareness of them. 35 students and 2 teachers of English from group A at a high school, Nam Dinh were called for cooperation. A 13-item LLP questionnaire adopted from Brindley (1984) was adapted and employed. In addition, more in-depth dada was obtained through interviews with both teachers and students, and diaries by students. Results showed (1) students had their stronger preference for visual and auditory learning, and (2) teachers are well aware of their students’ preferred styles in some cases, but unaware in others.