Group 5

Group :5

Name  :Nur Faizah

Meti Wesmarini

Nurul Ihsan

Left and Right Brain Dominance

            As the child’s brains matures, various funtions become lateralized to the left or right hemisphere. The left hemisphere is associated with logical, analytical thought, with the mathematical and lnear processing of information.the right hemisphere perceives and remembers visual, and auditory images; it is more efficient in processing holistic, integrative, and emotional information. While we can cite many differences between right and left brain characteristics, it is important to remember that the left and right hemispheres operte together as a “team”. Trough the corpus collosum , messages are sent back and forth so that both hemispheres and inolved in much of the neurological activity of the human brain. The left and right brain construct to define another useful learning style continuum,with implications for second language learning and teaching. Stevick (1982) concluded that the left-right-dominant second language learners are better at producing separate words, gathering the spesifics of language, carrying out sequence of opertions, and dealing with abstraction, classification, labeling, and reorganization. Right brain dominant learners, on the other hand, appear to deal better with whole images (not reshuffling parts), with generalizations, with methapors, and with emotional reactions artistics expressions.

Reflectivity and Impulsivity

            Psychological studies have been conducted to determine the degree to which, in the cognitive domain, a person tends to make either a quick or gambling (impulsive) guess at an answer to a problem or a slower, more calculated (reflective). The implications for language aquisitions are numerous. It has been found that children who are conceptually reflective tend to make fewer errors in reading than impulsive children (Kagan, 1965); however, impulsive persons are usually faster readers, and eventually master the “psycholinguistic guessing game.” A few studies have related R/I to secong language learning. Doron (1973) found that among her sample of adults learners of ESLin the United States, reflecive students were slower but more accurate than impulsive students in reading.

Visual, Auditory, and Kinesthetic Styles

            Another dimension of learning style preference that learners show towards either visual, auditory, and/or kinesthetic input. Visual learners tend to prefer reading and studying charts, drawing, and other graphic information. Auditory learnersprefer listening to lectures and audiotapes. Kinesthetic learners will show a preference for demonstrations ans physical ativity involving bodily movement. Research finding on learning styles underscore the importance of recognizing lerners’ varying preference. The fact that the learners’ styles represent prefered approaches rather tan immutable stable traits means that learners can adapt to varying contexts and situation.