IntroductionLearner characteristics play significant role onlearning because the learners are in the center of this process (Dörnyei, Z., 2006). SLA approaches individual differences in manydifferent aspects. According to SLA theories, personality, aptitude, toleranceof ambiguity, age, gender, motivation and learning styles are some of thesubject of researches on learner characteristics (R. Ellis – 2004).
On this paper, learning styles will be discussed basedon the related theories and researches conducted in this area so far. Learning styles are defined by researchers ina number of ways (Messick, 1984; Peterson, Rayner, &Armstrong, 2009). Kolb’s Experiential Learning Theory and Fleming’sVisual learners are some of the most well-known ones which supports the conceptof learning styles. Everylearner processes information in different ways (David Kolb,1984). Generally, the way an individual preferslearning a subject is called as “learning style” (ELT Journal, Volume 67, 2012). Investigations inlearning styles in the field of education have been conducted since the middleof 1970s. The idea of learning style is accepted pedagogically and has had highamount of influence on stages of education ( Psychological Science in the Publ?c Interest Journal, Volume9, Number 3 December 2008) . According toresearches, a learner’s style can beinfluenced by nature and the upbringing way in an environment.
As habitualapproaches indicate, they are almost stable preferences which are developed ina long time. So, it can be said that it isn’t so easy to change them. Accordingto learning style theory, some of the learners like visual presentations such aspictures, videos, charts, models and so on, some prefer listening to verbal explanations.Some learn by deductive methods, others like to learn by inductive reasoningmore comfortably (Perceptual Learning Style and LearningProficiency: A Test of the Hypothesis.
Journal of Educational Psychology ,2006). So, learning stylesare multidimensional. Dimensions such as environmental,physical, sociological andtypes of it like perceptual and cognitive learning styles will be explained in detail .Recently,the researchers and educationists have started to question and determinewhether there are any scientific studies which back up this theory’s validitywith a strong evidence (Psychological Science in the Publ?c Interest Journal, Volume9, Number 3 December 2008). Surprisingly, what neurosciencesays is that the issue is different (Teachingof Psychology 2015, Vol. 42(3) 266-271) .
And according toscientific studies, the contrary researches will be explained lastly. LiteratureReview Conclusion References Kratzig, Gregory, and Katherine Arbuthnott. Perceptual Learning Style and Learning Proficiency: A Test of the Hypothesis. Journal of Educational Psychology (2006). Salomon, Gavriel. Television Is “easy” and Print Is “tough”: The Differential Investment of Mental Effort in Learning as a Function of Perceptions and Attributions. Journal of Educational Psychology 76.
4 (1984).· Richard M. Felder, Joni Spurlin -International journal of engineering education, 2005 · ELT Journal, Volume 67, Issue 4, 1 October 2013, Pages 488–490 (2012) · GriffithsC . 2012. ‘Learning styles: traversing the quagmire’. in Mercer S Ryan SWilliams M (eds.).
Psychology for Language Learning: Insights from Research,Theory and Practice . London: Palgrave Macmillan. · Psychological Science in the Publ?c Interest Journal, Volume9, Number 3 (2008) · Willingham D., author of”Why Don’t Students Like School?.” This post appeared September 14, 2009 · Dörnyei, Z. (2006). Individual differences insecond language acquisition.
AILA Review, 19(1), 42-68. · R. Ellis (2004).The Handbook of Applied Linguistics, pages524-547