Delphi module

12.3.2.1
Willing's four types of language learner

One of the largest surveys into language learning styles is that carried out by Willing (1988). Willing carried out an extensive survey of the learning patterns of over 800 Australian immigrants. The findings from this survey led him to discover four distinct learning styles. These are outlined in the boxes below.

Task 7

By looking at the examples in the boxes below, try to give a definition of each type of learner. Then look at the answers page and see how closely your definitions match those suggested by Willing. Remember, Willing's definitions are as subjective as your own - it is not a question of there being a right or wrong answer.
When you have done this, see if you can add any more likely strategies to each category.

(Click on Commentary for feedback)

'______Type A_______'

I like to study grammar.
At home, I like to learn by studying books.
I like the tutor to let me find my own mistakes.
I like to work on problems independently.

'_______Type B______'

I like to learn the language by talking in pairs.
In class I like to learn by playing games.
I like to do practical tasks in the language classroom.

'______Type C______'

I like to learn the language by talking to native speakers
I like to learn by watching TV in the foreign language.
In class, I like to learn by having conversations.
I like to learn small aspects of vocabulary and grammar then look for opportunities to try them out.

'_______Type D_______'

I like the tutor to explain everything.
I like to have a textbook to follow.
I like to study grammar with the tutor.

Figure 12.10 Willing's four learner types

Willing found that approximately 25% of his learners were type A learners, 25% were type B learners, 40% were type C learners, and 10% were type D learners. Type C learners tended to be the most successful learners, whereas Type D learners were usually the least successful. This finding lends support to the idea that students who can exert a degree of autonomy over their learning tend to be more effective learners.

A language learning activity that is likely to accommodate Willing's four different language learning styles is 'Describing Pictures'.

Describing Pictures

In this activity, the tutor begins by eliciting and pre-teaching language that can be used for describing objects. He or she should introduce different types of phrases, such as 'it looks like…' or 'there is a …' 'it is larger than…', etc. These phrases should be left on the board throughout the activity. The tutor might also introduce a few 'compensation strategies' such as circumlocution and word coinage. The students are then divided into pairs and one student in each pair is given a picture. This student must hide the picture from the other student and describe it slowly so that the latter can draw it for him- or herself. The person drawing the picture is allowed to ask as many questions as he or she likes in order to clarify things. After five minutes, the students put their pictures on the wall to make a 'picture gallery'. They then walk round the gallery in pairs, comparing the pictures, and decide which is best. After the activity, the tutor lists on the board any inappropriate expressions that he or she overheard. The students should try to guess what is wrong with the expressions.

Figure 12.11 'Describing Pictures' activity

Here, analytical learners should benefit from the first part of the lesson, where they focus on form, and the last part of the lesson, where they try to identify mistakes. Concrete learners are likely to enjoy drawing, and discussing the pictures as they walk around the 'gallery'. Communicative learners should appreciate the fact that the language is first introduced, and that this introduction is followed immediately by meaningful practice. Finally, authority-oriented learners should feel reassured by the initial introduction, and by the presence of the language structures on the board throughout the activity.