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1、MatchingTeachingStyleswithLearningStylesinEastAsianContextsRaoZhenhuirzhthmpublic.nc.jx.ForeignLanguagesCollege,JiangxiNormalUniversity(Nanchang,China)ExamplesofMismatchesBetsonormal>LiuHong,athird-yearEnglishmajorinJiangxiNormalUniversity,China,isingsofar,andsheanintroverted,a
2、nalyticandreflectivestudent.Idon'tknopulsiveteachingstyle?"Jenny,anAmericanteacherfromCalifornia,satinDean'sofficeagain,feelingperplexedbythestudents'negativeresponsestoherkinestheticandglobalstylesofteaching.DespiteJenny'spersistenteffortstoconvincethestudentsoftheadvantagesof
3、herteachingstyles,sheesecolleaguesthatherattempts.JennyhadspecializedinappliedlinguisticsforalongtimeandedthatallherteachingpetenceandexperiencehadbeeuselessinsuchacountryplesTheabovestatementsarerepresentativeofseriousmismatchesbetismatchoccurs,thestudentstendtobeboredandinatt
4、entive,dopoorlyontests,getdiscouragedaboutthecourse,andmayconcludethattheyarenotgoodatthesubjectsofthecourseandgiveup(Oxfordetal,1991).Instructors,confrontedbyloaybeeovertlycriticaloftheirstudentsorbegintoquestiontheiroplifiedbytheJenny'scaseabove.Toreduceteacher-studentstyleco
5、nflicts,someresearchersintheareaoflearningstylesadvocateteachingandlearningstylesbematched(e.g.GriggsDunn,1984;SmithRenzulli,1984;Charkinsetal,1985),especiallyinforeignlanguageinstruction(e.g.Oxfordetal,1991;anyAsianstudents,accordingtoSueandKirk(1972),arelessautonomous,moredep
6、endentonauthorityfiguresandmoreobedientandconformingtorulesanddeadlines.Harshbargeratal(1986)notedthatKoreanstudentsinsistthattheteacherbetheauthorityandaredisturbedifthisdoesnothappen.Japanesestudentsoftentheteacheranddonotfeelfortableultiplecorrectansightbeperceivedasexpressi
7、ngpublicdisagreement(Song,1995).PerhapsthemostpopularEastAsianlearningstylesoriginatedfromthetraditionalbook-centeredandgrammar-translationmethodareanalyticandfield-independent.Inmostofreadingclasses,forinstance,thestudentsreadneitatingtheteacher.Theteacherexplainstheentiretext
8、sentencebysentence,analyzingmanyofthemoredifficultgram
