Learning style refers to the approach that a student consistently takes to learning. It is partly a reflection of the way in which a person deals with information in general. A number of factors are likely to contribute to a student's learning style. These include:

• the individual's innate psychological make-up (most important);
• upbringing and socio-cultural background;
• schooling in general;
• previous educational experiences in the target language;
• the individual's perceptions of his or her strengths and weaknesses.

There are numerous ways in which learning styles are defined and classified. At this point, it is useful to draw a distinction between cognitive styles and learning styles. A person's cognitive style refers to the way in which they habitually go about processing information, and a person's learning style refers to the way in which they habitually go about acquiring and retaining information. In this part of the module, we focus first of all on the field dependent/independent and holistic/analytic cognitive style dimensions. We then move on to consider learning style models that apply specifically to language learning. First we examine Willing's (1988) study of adult migrant learners of English in Australia. This study revealed four distinct types of language learner (analytical, concrete, communicative and authority-oriented). We then look at Skehan's (1998) more theoretical model of memory-based versus analysis-based learners. Finally, we examine O'Brien's (1985) three learning channel preferences (these refer to the different ways in which the language can be absorbed).

It is important to remember with all these style classifications that the aim is not to categorize our students. Learning style theory aims to explain aspects of student behaviour that we, as tutors, may find difficult to understand. There will clearly be overlaps between the different style types. Throughout the section, activities are suggested that should accommodate the different learning styles. At the end of the module, participants are invited to reflect on the extent to which different learning styles are accommodated in their own language classrooms.