APPLICATION OF SENSORY MODALITIES IN A LANGUAGE LEARNING DIAGNOSTICS
The paper´s objective is to introduce an approach of application of sensory modalities in a language learning diagnostics in a continuity of Ostrava University project called “„Adaptive individualized learning in eLearning“ where theoretical basis for adaptive eLearning of general subjects were defined. The current model of adaptive eLearning must have been slightly adjusted regarding the differences of a language learning in comparison to general subjects like mathematics, biology, etc. First adjustments are introduced in this paper in the form of acquiring a student´s characteristics together with an existing language knowledge to start an adaptive learning process in a language learning.
- Brusilovsky, P. (2003) ‘From adaptive hypermedia to the adaptive web’, Mensch & Computer, pp. 21-24.
- Chráska, M. (2007) Metody pedagogického výzkumu, Praha: Grada.
- Cohen, A.D., Weaver, S.J. (2005) Styles and Strategies-Based Instruction: A Teachers’ Guide. University of Minnesota: CARLA.
- Felder, R.M., Henriques, E.R. (1995) ‘Learning and teaching styles in foreign and second language education’, Foreign Language Annals, vol. 28, no. 1, pp. 21-31.
- Frary, R.B. (1988). ‘Formula scoring of multiple-choice tests (correction for guessing)’. Educational Measurement: Issues and practice, vol. 7, no. 2, pp. 33-38.
- Friedman, P., Alley R. (1984) ‘Learning/Teaching styles: Applying the Principles’, Theory into Practice, vol. 23, no. 1, pp. 77-81.
- Fulcher, G. (2010) Practical language testing, London: Hodder Education.
- Henry, M.K. (2009) Multisensory structured language teaching, Baltimore: The International Dyslexia Association.
- Holub, M., Bieliková, M. (2010) ‘Behaviour based adaptive navigation support’, Proceedings of the 4th ACM Conference on Recommender System, Barcelona, pp. 47-50.
- Ivanová, J., Lenochová, A., Linková, J., Šimáčková, Š. (2006) Společný evropský referenční rámec pro jazyky. Olomouc: UP.
- Karel, F. (2006) Adaptivita v eLearningu, Praha: České vysoké učení technické.
- Kostolányová, K., Šarmanová, J., Takács, O. (2009). ‘Learning styles and individualized e-learning’, Information and Communication Technology in Education. Ostrava, pp. 117-121.
- Long, M.H. (1996) The role of linguistic environment in second language acquisition: Handbook of Second Language Acquisition, San Diego: Academic Press.
- Novotný, S. (2010) ‘Individualization of teaching through e-learning. Development of Students-Learning Profile Questionnaire’. Theoretical and Practical Aspects of Distance Learning. Katowice: Studio NOA, pp. 105-116.
- Oxford, R., Ehrman, M. (1992) ‘Second Language Research on Individual Differences’, Annual Review of Applied Linguistic, vol. 13, pp. 188.
- Oxford, R. (2003) Language Learning Styles and Strategies, Oxford: Gala.
- Reza Vaseghi, et al. (2012) ‘Language Learning Style Preferences: A Theoretical andEmpirical Study’, Advances in Asian Social Science, vol. 2, no. 2, pp. 441-451.
- Sadeghi, N., Kasim, Z.M., Tan, B.,H, Abdullah, F.S. (2012) ‘Learning Styles, Personality Types and Reading Comprehension Permormance’, English Language Teaching, vol. 5, no. 4, pp. 116-123.
- Shimojo, S., Shams L. (2001) Sensory modalities are not separate modalities: plasticity and interactions, Californina: Division of Biology, Computation and Neural Systems.
- Thompson-Schill, S., Kraemer, D., Rosenberg, L. (2009). ‘Visual Learners Convert Words To Pictures In The Brain And Vice Versa’, Psychology Study. University of Pennsylvania. Retrieved on 2011, July 10 from http://www.upenn.edu/pennnews/news/visual-learners-convert-words-pictures-brain-and-vice-versa-says-penn-psychology-study
Authors declare with this manuscript intended for publication to ERIES Journal that:
- all co-authors agree with the publication of the manuscript even after amendments arising from peer review;
- all co-authors agree with the posting of the full text of this work on the web page of ERIES Journal and to the inclusion of references in databases accessible on the internet;
- no results of other researchers were used in the submitted manuscript without their consent, proper citation, or acknowledgement of their cooperation or material provided;
- the results (or any part of them) used in the manuscript have not been sent for publication to any other journal nor have they already been published (or if so, that the relevant works are cited in this manuscript);
- submission of the manuscript for publication was completed in accordance with the publishing regulations pertaining to place of work;
- experiments performed comply with current laws and written consent of the Scientific Ethics Committee / National Animal Care Authority (as is mentioned in the manuscript submitted);
- grant holders confirm that they have been informed of the submitted manuscript and they agree to its publication.
Authors retain copyright and grant ERIES Journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the published work with an acknowledgement of its initial publication in ERIES Journal. Moreover, authors are able to post the published work in an institutional repository with an acknowledgement of its initial publication in ERIES Journal. In addition, authors are permitted and encouraged to post the published work online (e.g. institutional repositories or on their website) as it can lead to productive exchanges, as well as earlier and greater citation of published work.