LEARNING AND TEACHING STYLES IN FOREIGN AND SECOND LANGUAGE EDUCATION

Zvan Ayaulym Userkhankyzy

Scientific supervisor : Assel Sapargalikyzy

3rd Year Student, Faculty of Pedagogy and Philology,

Arkalyk Pedagogical University named after I. Altynsarin Arkalyk, Kazakhstan

e - mail : ayau23m@gmail.com

Keywords : learning styles, teaching styles, foreign language education , second language acquisition, learner autonomy, multimodal instruction, individual differences, teacher–student interaction, instructional design, communicative methodology.

Abstract

Learning and teaching styles play a central role in the effectiveness of foreign and second language education. Individual learners differ in cognitive preferences, motivation, sensory processing, and interaction patterns, which influence how they acquire new linguistic knowledge. At the same time, teachers adopt various instructional styles shaped by pedagogical theories, classroom culture, and learning goals. This article explores the relationship between learning styles and teaching styles, examines how their alignment or mismatch affects language acquisition, and reviews modern approaches that promote learner-centered instruction. A small-scale survey among university students is integrated to illustrate how learners perceive their preferred styles and the methods used by instructors. The analysis emphasizes the importance of flexible, multimodal, and communicative teaching practices that respond to learner differences. The study concludes that balanced adaptation of teaching styles enhances motivation, autonomy, and overall proficiency in foreign and second language learning.

Foreign and second language education is a dynamic process influenced by psychological, social, and instructional factors. One of the most significant determinants of successful language acquisition is the interaction between learning styles—the preferred ways students perceive, process, and retain information—and teaching styles, which describe the approaches and instructional behaviors used by educators.

Learning styles may include auditory, visual, kinesthetic preferences, reflective vs. active tendencies, analytical vs. holistic processing, and independent vs. collaborative strategies. Teaching styles, in turn, can be teacher-centered, student-centered, communicative, task-based, or structured around explicit grammar instruction.

Recent research suggests that mismatches between learning and teaching styles can reduce learners’ motivation and slow down progress. Conversely, an inclusive and flexible teaching style can help students engage with the material more effectively. However, the concept of learning styles is also debated, as some scholars argue that rigid categorization may oversimplify complex cognitive processes.

The aim of this article is to analyze the role of learning and teaching styles in foreign and second language education, explore how they influence classroom interaction, and provide evidence from recent studies and student perceptions.

Conclusion

Learning and teaching styles significantly influence the success of foreign and second language education. While learners differ in sensory preferences, cognitive processing, and interaction patterns, educators vary in their instructional approaches. The alignment between these styles contributes to student motivation, classroom engagement, and language proficiency.

Modern language teaching requires teachers to adopt flexible, multimodal, and learner-centered approaches that address diverse preferences. Although learning styles should not be treated rigidly, incorporating variety in teaching methods leads to more inclusive and effective instruction.

References

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