Cover not available
Article published In:
Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics
Vol. 32:2 (2019) ► pp.419–454

Las creencias de los profesores de español como lengua extranjera sobre los estilos de aprendizaje

| Universidad Nacional de Educación a Distancia
| Universidad de Córdoba
| Universidad Nacional de Educación a Distancia

Este estudio se adscribe al ámbito de la cognición del profesor de idiomas. En él analizamos las creencias sobre los estilos de aprendizaje de una muestra de 301 profesores de español como lengua extranjera. Centramos el análisis en dos cuestiones: la delimitación conceptual sobre los estilos de aprendizaje y sus implicaciones en la enseñanza de la lengua. En ambos casos, el análisis parte de una revisión bibliográfica que permitirá contrastar las creencias de los profesores con las aportaciones de los expertos en la materia. De este modo, podemos determinar las relaciones existentes entre sus creencias, sus conocimientos y su práctica docente. De la interpretación de los datos se desprenden tanto coincidencias como incongruencias entre las creencias de los profesores y las propuestas de los investigadores. Asimismo, se constata una relación discordante entre lo que los profesores creen y lo que hacen en el aula.

Keywords: cognición del profesor de idiomas, estilos de aprendizaje, creencias de los profesores, español como lengua extranjera
Article outline
  • 1.Introducción
  • 2.Marco teórico
    • 2.1Las creencias de los profesores
    • 2.2La delimitación terminológica y conceptual de los estilos de aprendizaje
    • 2.3Definición del constructo
    • 2.4Delimitación conceptual
  • 3.Las implicaciones didácticas de los estilos de aprendizaje
    • 3.1La incidencia de los estilos en el aprendizaje
    • 3.2La capacidad predictiva de éxito en el aprendizaje
    • 3.3La adaptación de la enseñanza a los estilos de aprendizaje
    • 3.4La incidencia de los estilos de aprendizaje del profesor en la enseñanza
  • 4.Método
    • 4.1Descripción del método
    • 4.2Población y muestra del estudio
    • 4.3Recogida de datos
  • 5.Resultados y análisis
    • 5.1Sobre la delimitación terminológica y conceptual
      • 5.1.1Sobre la existencia de los estilos de aprendizaje
      • 5.1.2Sobre la delimitación terminológica
      • 5.1.3Sobre la definición del constructo
      • 5.1.4Sobre la delimitación conceptual
      • 5.1.5Sobre los factores individuales que inciden en los estilos de aprendizaje
    • 5.2Sobre las implicaciones didácticas de los estilos de aprendizaje
      • 5.2.1La incidencia de los estilos en el aprendizaje
      • 5.2.2La capacidad predictiva de éxito en el aprendizaje
      • 5.2.3La adaptación de la enseñanza a los estilos de aprendizaje
      • 5.2.4La incidencia de los estilos de aprendizaje del profesor en la enseñanza
      • 5.2.5Aplicación didáctica de los estilos de aprendizaje
  • 6.Conclusiones
  • Agradecimientos
  • Notas
  • Referencias

Article language: Spanish

Published online: 5 November 2019
DOI logo
https://doi.org/10.1075/resla.17041.dom
References

Referencias

Allen, L.
(1996) The evolution of a learner’s beliefs about language learning. Carleton Papers in Applied Language Studies, 131, 67–80.Google Scholar
Alonso, C. M., Gallego, D. J., & Honey, P.
(1995) Los estilos de aprendizaje: procedimientos de diagnóstico y mejora. Bilbao: Mensajero.Google Scholar
Apter, M., Mallows, R., & Williams, S.
(1998) The development of the Motivational Style Profile. Personality and Individual Differences, 24(1), 7–18. DOI logoGoogle Scholar
Armstrong, S. J., Peterson, E. R., & Rayner, S. G.
(2012) Understanding and defining cognitive style and learning style: a Delphi study in the context of educational psychology. Educational Studies, 38(4), 449–455. DOI logoGoogle Scholar
Arnold Morgan, J.
(2006) Los factores afectivos en el aprendizaje del español como lengua extranjera. Études de Linguistique Appliquée, 1441, 407–426.Google Scholar
Arnold Morgan, J. K., & Fonseca Mora, M. C.
(2004) Multiple Intelligence Theory and Foreign Language Learning: A Brain-based perspective. International journal of English studies, 41, 119–136.Google Scholar
Bantwini, B. D.
(2015) Do Teachers’ Learning Styles Influence Their Classroom Practices? A Case of Primary School Natural Science Teachers from South Africa. International Journal of Educational Sciences, 11(1), 1–14. DOI logoGoogle Scholar
Barcelos, A. M. F.
(2003)  Teachers’ and students’ beliefs within a Deweyan framework: conflict and influence. En P. Kalaja & A. M. F. Barcelos (Eds.), Beliefs about SLA: New Research Approaches (pp. 171–199). New York: Springer. DOI logoGoogle Scholar
Barcelos, A. M. F., & Kalaja, P.
(2011) Beliefs about SLA Revisited. System, 39(3), 281–416. DOI logoGoogle Scholar
Bhagat, A., Vyas, R., & Singh, T.
(2015) Students awareness of learning styles and their perceptions to a mixed method approach for learning. International Journal of Applied Basic Medical Research, 5(1), 58–65. DOI logoGoogle Scholar
Borg, M.
(2001) Key Concepts in TLT: Teachers’ Beliefs. ELT Journal, 55(2), 186–188. DOI logoGoogle Scholar
Borg, S.
(2003) Teacher cognition in language teaching: A review of research on what language teachers think, know, believe and do. Language Teaching, 36(2), 81–109. DOI logoGoogle Scholar
Boström, L.
(2011) Students’ learning styles compared with their teachers’ learning styles in upper secondary school–a mismatched combination. Education Inquiry, 2(3), 475–495. DOI logoGoogle Scholar
Breen, M. P.
(Ed.) (2001) Learner contributions to language learning: new directions in research. Harlow: Pearson Education.Google Scholar
Brown, H. D.
(1994) Principles of Language Learning and Teaching. Englewood Cliffs, NJ: Prentice Hall.Google Scholar
Cassidy, S.
(2004) Learning Styles: An overview of theories, models, and measures. Educational Psychology, 241, 419–444. DOI logoGoogle Scholar
Castaño Collado, G.
(2005) Independencia de los estilos de aprendizaje de las variables cognitivas y afectivo motivacionales. Tesis doctoral. Madrid: Universidad Complutense de Madrid.Google Scholar
Chapelle, C.
(1995) Field dependence/field independence in the L2 classroom. En J. Reid (Ed.), Learning Styles in the ESL/EFL Classroom (pp. 158–168). Boston: Heinle & Heinle.Google Scholar
Claxton, C. S., & Ralston, I.
(1978) Learning styles: Their impact on teaching and administration. Washington D.C.: National Institute of Education.Google Scholar
Coffield, F.
(2012) Learning styles: unreliable, invalid and impractical and yet still widely used. En P. Adey & J. Dillon (Eds.), Bad education: debunking myths in education (pp. 215–230). Maidenhead: Open University Press.Google Scholar
Coffield, F., Moseley, D., Hall, E., & Ecclestone, K.
(2004) Learning styles and pedagogy in post-16 learning: a systematic and critical review. Trowbridge: Learning and Skills Research Centre.Google Scholar
Cohen, A.
(2003) The learner’s side of foreign language learning: Where do styles, strategies, and tasks meet? International Review of Applied Linguistics in Language Teaching, 411, 279–291. DOI logoGoogle Scholar
Consejo de Europa
(2002) Marco común europeo de referencia para las lenguas: aprendizaje, enseñanza, evaluación. Madrid: Secretaría General Técnica del MECD y Grupo ANAYA.Google Scholar
Cools, E.
(2009) A reflection on the future of the cognitive style field: a proposed research agenda. Reflecting Education, 5(2), 19–34.Google Scholar
Curry, L.
(1990) A critique of the research on learning styles. Educational Leadership, 48(2), 50–56.Google Scholar
Deesmedt, E., & Valcke, M.
(2004) Mapping the Learning Styles “Jungle”: An overview of the literature based on citation analysis. Educational Psychology, 24(4), 445–464. DOI logoGoogle Scholar
Dunn, R., & Dunn, K.
(1978) Teaching students through their individual learning styles: a practical approach. New Jersey: Prentice Hall.Google Scholar
Dunn, R., & Griggs, S.
(1998) Learning styles: Link between teaching and learning. En R. Dunn & S. Griggs (Eds.), Learning styles and the nursing profession (pp. 11–23). New York: NLN Press.Google Scholar
Dunn, R., Honigsfeld, A., Doolan, L. S., Boström, L., Russo, K., Schiering, M. S., Suh, B., & Tenedero, H.
(2009) Impact of learning-style instructional strategies on students’ achievement and attitudes: perceptions of educators in diverse institutions. Clearing House: A Journal of Educational Strategies, Issues and Ideas, 82(3), 135–140. DOI logoGoogle Scholar
Ehrman, M., & Oxford, R.
(1990) Adult Language Learning Styles and Strategies in an Intensive Training Setting. The Modern Language Journal, 74(3), 311–327. DOI logoGoogle Scholar
Entwistle, N.
(1981) Styles of teaching and learning: an integrated outline of educational psychology for students, teachers and lecturers. Chichester: Willey.Google Scholar
Fourier, M. J.
(1984) Disclosure of cognitive style information: Effects on achievement of adult learners. Adult Education Quarterly, 341, 147–154. DOI logoGoogle Scholar
Friedman, P., & Alley, R.
(1984) Learning/Teaching Styles: Applying the Principles. Theory into Practice, 23(1), 77–81. DOI logoGoogle Scholar
Gappi, L. L.
(2013) Relationships between Learning Style Preferences and Academic Performance of Students. International Journal of Educational Research and Technology, 4(2), 70–76.Google Scholar
Gardner, H.
(1987) La teoría de las inteligencias múltiples. México: Fondo de Cultura.Google Scholar
Geake, J.
(2008) Neuromythologies in education. Educational Research, 501, 123–133. DOI logoGoogle Scholar
Gregorc, A. F.
(1979) Learning/teaching styles: Their nature and effects. En National Association of Secondary School Principals, Student learning styles: Diagnosing and prescribing programs (pp. 19–26). Reston: National Association of Secondary School Principals.Google Scholar
Hattie, J.
(2012) Visible learning for teachers: maximising impact on learning. Londres: Routledge. DOI logoGoogle Scholar
Hernández Ruiz, L.
(2004) La importancia de los estilos de aprendizaje en la enseñanza de inglés como lengua extranjera. Espéculo: Revista de Estudios Literarios, 271. Recuperado de [URL]
Herrmann, N.
(1990) The Creative Brain. Lake Lure: Brain Books.Google Scholar
Honey, P., & Mumford, A.
(1986) The Manual of learning styles. Maidenhead: Peter Honey.Google Scholar
Horwitz, E. K.
(1985) Using student beliefs about language learning and teaching in the foreign language methods course. Foreign Language Annals, 18(4), 333–340. DOI logoGoogle Scholar
Howard-Jones, P.
(2014) Neuroscience and education: Myths and messages. Nature Reviews Neuroscience, 151, 817–824. DOI logoGoogle Scholar
Hunt, D. E.
(1979) Learning style and student needs: An introduction to conceptual level. En National Association of Secondary School Principals, Student learning styles: Diagnosing and prescribing programs (pp. 27–38). Reston: National Association of Secondary School Principals.Google Scholar
Instituto Cervantes
(2006) Plan curricular del Instituto Cervantes: niveles de referencia para el español. Madrid: Biblioteca nueva. Disponible enGoogle Scholar
(2016) El español: una lengua viva. Memoria del Instituto Cervantes 2015–2016. Disponible en [URL]
Jackson, P.
(1968) Life in Classrooms. New York: Teachers College, Columbia University.Google Scholar
Jackson, C. J.
(2005) An applied neuropsychological model of functional and dysfunctional learning: Applications for business, education, training and clinical psychology. Australia: Cymeon.Google Scholar
Johnson, K. E.
(1992) The relationship between teachers’ beliefs and practices during literacy instruction for non-native speakers of English. Journal of reading behavior, 24(1), 83–108. DOI logoGoogle Scholar
Jung, C. G.
(1968) Analytical psychology: Its theory and practice. New York: Random House.Google Scholar
Kagan, J.
(1965) Individual difference in the resolutions of response uncertainty. Journal of Personality and Social Psychology, 21, 154–160. DOI logoGoogle Scholar
Kalaja, P., & Barcelos, A. M. F.
(Eds.) (2003) Beliefs about SLA. New Research Approaches. New York: Springer. DOI logoGoogle Scholar
Kampwirth, T. J., & Bates, M.
(1980) Modality preference and teaching method: a review of research. Academic Therapy, 151, 597–605. DOI logoGoogle Scholar
Kavale, K. A., & Forness, S. R.
(1987) Substance over style: assessing the efficacy of modality testing and teaching. Exceptional Children, 54(3), 228–239. DOI logoGoogle Scholar
Keefe, J. W.
(Ed.) (1979) Student learning styles: diagnosing and prescribing programs. Reston: National Association of Secondary School Principals.Google Scholar
Kennedy, M. M.
(1997) Defining an ideal teacher education program. Washington DC: National Council for the Accreditation of Teacher Education.Google Scholar
Kinsella, K.
(1995) Understanding and empowering diverse learners in ESL classrooms. En J. M. Reid (Ed.), Learning styles in the ESL/EFL classroom (pp. 170–194). Boston: Heinle & Heinle.Google Scholar
Kirton, M. J.
(1976) Adaptors and innovators: a description and measure. Journal of applied Psychology, 611, 622–629. DOI logoGoogle Scholar
Klein, P.
(2003) Rethinking the multiplicity of cognitive resources and curricular representations. Journal of Curriculum Studies, 35(1), 45–81. DOI logoGoogle Scholar
Kolb, D.
(1984) Experiential learning: experience as the source of learning and development. Englewood Cliffs: Prentice-Hall.Google Scholar
Kolb, A., & Kolb, D. A.
(1999) Learning styles and learning spaces: enhancing experiential learning in Higher Education. Cleveland: Case Western Reserve University.Google Scholar
Kubanyiova, M., & Feryok, A.
(2015) Language Teacher Cognition in Applied Linguistics Research: Revisiting the Territory, Redrawing the Boundaries, Reclaiming the Relevance. The Modern Language Journal, 99(3), 435–449. DOI logoGoogle Scholar
Loo, R.
(2004) Kolb’s learning styles and learning preferences: is there a linkage? Educational Psychology, 241, 99–108. DOI logoGoogle Scholar
Madrid Fernández, D.
(1995) Internal and external factors affecting foreign language teaching. En L. García & C. Medina (Coords.), I Jornadas de estudios ingleses (pp. 59–82). Jaén: Servicio de Publicaciones de la Universidad.Google Scholar
Mariani, L.
(1995) Learning styles: an approach to individual differences. En D. A. Hill (Ed.), Milan’ 95: English Language Teaching (pp. 147–153). Milán: The British Council.Google Scholar
Marshall, C.
(1991) Teachers Learning Styles: How They Affect Student Learning. The Clearing House: A Journal of Educational Strategies Issues and Ideas, 64(4), 225–227. DOI logoGoogle Scholar
Martínez Agudo, J. D.
(2002) Tendencias en los estilos de aprendizaje de una lengua extranjera. Didáctica (Lengua y Literatura), 141, 175–193.Google Scholar
(2005) Creencias relativas al aprendizaje de una lengua extranjera. CAUCE, Revista Internacional de Filología y su Didáctica, 281, 219–234.Google Scholar
Martín Peris, E.
(2000) La enseñanza centrada en el alumno. Algo más que una propuesta políticamente correcta. Frecuencia-L, 151, 3–30.Google Scholar
Messick, S.
(1976) Individuality in Learning. San Francisco: Jossey-Bass.Google Scholar
Montgomery, S., & Groat, L.
(1998) Students learning styles and their implications for teaching. CRLT Occasional Papers, 101, 1–8.Google Scholar
Myers, K., & Briggs, I.
(1962) The Myers-Briggs type indicator. Palo Alto, California: Consulting Psychologists Press. DOI logoGoogle Scholar
Newton, P. M.
(2015) The Learning Styles Myth is Thriving in Higher Education. Frontiers in Psychology, 61, 1908. DOI logoGoogle Scholar
Oxford, R. L., & Anderson, N. J.
(1989) A crosscultural view of learning styles. Language Teaching, 28(4), 201–215. DOI logoGoogle Scholar
Pajares, M. F.
(1992) Teachers’ Beliefs and Educational Research: Cleaning Up a Messy Construct. Review of Educational Research, 62(3), 307–332. DOI logoGoogle Scholar
Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R.
(2009) Learning styles: concepts and evidence. Psychological science in the public interest, 9(3), 105–119. DOI logoGoogle Scholar
Pederson, N. L., Plomin, R., & McClearn, G. E.
(1994) Is there a G beyond g? (Is there genetic influence on specific cognitive abilities independent of genetic influence on general cognitive ability?). Intelligence, 181, 133–143. DOI logoGoogle Scholar
Reid, J.
(1987) The Learning Style Preferences of ESL Students. TESOL Quarterly, 211, 87–111. DOI logoGoogle Scholar
(1995) Learning Styles in the ESL/EFL Classroom. Boston: Heinle & Heinle.Google Scholar
Richards, J. C., Gallo, P. B., & Renandya, W. A.
(2001) Exploring Teachers’ Beliefs and the Processes of Change. PAC Journal, 11, 41–58.Google Scholar
Richards, J., & Lockhart, C.
(1998) Estrategias de reflexión sobre la enseñanza de idiomas. Cambridge: Cambridge University Press.Google Scholar
Riding, R. J., & Cheema, I.
(1991) Cognitive styles: an overview and integration. Educational Psychology, 111, 193–215. DOI logoGoogle Scholar
Riding, R. J., & Taylor, E. M.
(1976) Imagery performance and prose comprehension in 7 year old children. Educational Studies, 21, 21–27. DOI logoGoogle Scholar
Riener, C., & Willingham, D.
(2010) The myth of learning styles. Change, 421, 32–35. DOI logoGoogle Scholar
Rogowsky, B. A., Calhoun, B. M., & Tallal, P.
(2015) Matching learning style to instructional method: Effects on comprehension. Journal of Educational Psychology, 1071, 64–78. DOI logoGoogle Scholar
Rohrer, D., & Pashler, H.
(2012) Learning styles: where’s the evidence. Medical Education, 46(7), 634–635. DOI logoGoogle Scholar
Rossi-Le, L.
(1995) Learning styles and strategies in adult immigrant ESL students. En J. M. Reid (Ed.), Learning styles in the ESL/EFL classroom (pp. 118–125). New York: Heinle & Heinle.Google Scholar
Rubin, J.
(1975) What the “good language learner” can teach us. TESOL Quarterly, 9(1), 41–51. DOI logoGoogle Scholar
Rubin, J., & Thompson, I.
(1994) How to be a more successful language learner. Boston: Heinle & Heinle.Google Scholar
Ruiz Olabuénaga, J. I.
(2012) Metodología de la investigación cualitativa. Bilbao: Universidad de Deusto.Google Scholar
Schmeck, R.
(1982) Inventory of Learning Processes. En National Association of Secondary School Principals, Students Learning Styles and Brain Behavior (pp. 27–36). Reston: National Association of Secondary School Principals.Google Scholar
Sharp, J., Bowker, R., & Byrne, J.
(2008) VAK or VAK-uous? Towards the trivialisation of learning and the death of scholarship. Research Papers in Education, 23(3), 293–314. DOI logoGoogle Scholar
Truong, H. M.
(2016) Integrating learning styles and adaptive e-learning system: Current developments, problems and opportunities. Computers in Human Behavior, 551, 1185–1193. DOI logoGoogle Scholar
Vermunt, J.
(1992) Learning styles and guidance of learning processes in higher education. Amsterdam: Lisse Swets and Zeitlinger.Google Scholar
Villanueva, M. L.
(2010) Los estilos de aprendizaje ante los retos de la Europa multilingüe. MarcoELE, 101, 243–262.Google Scholar
Villanueva, M. L., & Navarro, I.
(1997) Los estilos de aprendizaje de lenguas. Alicante: Universidad Jaime I.Google Scholar
Viriya, C., & Sapsirin, S.
(2014) Gender differences in language learning styles and language learning strategies. Indonesian Journal of Applied Linguistics, 3(2), 77–88. DOI logoGoogle Scholar
Walberg, H.
(1972) Decision and perception: New constructs in research on teaching effects. Cambridge Journal of Education, 71, 12–20.Google Scholar
Wallace, J.
(1995) When Teachers’ Learning Styles Differ From Those of Their Students. Journal of Instructional Psychology, 22(1), 99–100.Google Scholar
Wallace, G.
(2011) Why is the Research on Learning Styles Still Being dismissed by Some Learning Leaders and Practitioners? Learn Magazine. Disponible en [URL]. DOI logo
Wallace, B., & Oxford, R.
(1992) Disparity in Learning Styles and Teaching Styles in the ESL Classroom: Does This Mean War? AMTESOL Journal, 11, 45–68.Google Scholar
Wenden, A.
(1999) An introduction to metacognitive knowledge and beliefs in language learning: Beyond the basics. System, 271, 435–441. DOI logoGoogle Scholar
Williams, M., & Burden, R. L.
(1999) Psicología para profesores de idiomas: enfoque del constructivismo social. Cambridge: Cambridge University Press.Google Scholar
Willing, K.
(1994) Learning Strategies in Adult Migrant Education. Sydney: National Centre for English Language Teaching and Research.Google Scholar
Willingham, D. T., Hughes, E. M., & Dobolyi, D. G.
(2015) The scientific status of learning styles theories. Teaching of Psychology, 42(3), 266–271. DOI logoGoogle Scholar
Wong, L., & Nunan, D.
(2011) The Learning Styles and Strategies of Effective Language Learners. System: An International Journal of Educational Technology and Applied Linguistics, 39(2), 144–163. DOI logoGoogle Scholar
Woods, D.
(1996) Teacher cognition in language teaching: beliefs, decision-making and classroom practice. Cambridge: Cambridge University Press.Google Scholar
Xu, L.
(2012) The role of Teachers’ Beliefs in the Language Teaching-learning Process. Theory and Practice in Language Studies, 2(7), 1397–1402. DOI logoGoogle Scholar
Yamazaki, Y.
(2005) Learning styles and typologies of cultural differences: A theoretical and empirical comparison. International Journal of Intercultural Relations, 29(5), 521–548. DOI logoGoogle Scholar
Ysseldyke, J. E.
(1973) Dianostic- Prescriptive Teaching: the search for Aptitude-Treatment Interactions. En L. Mann & D. A. Sabatino (Eds.), First Review of Special Education (pp. 5–31). Philadelphia: JSE.Google Scholar
Zhenhui, R.
(2001) Matching teaching styles with learning styles in East Asian contexts. The Internet TESL Journal, 7(7), 1–9.Google Scholar
Cited by

Cited by 2 other publications

Caro Valverde, María Teresa, José Manuel de Amo Sánchez-Fortún & Juana Celia Domínguez-Oller
2021. Implicit Teacher Theories Regarding the Argumentative Commentary of Multimodal Texts in the Teaching of Spanish as a Native and Foreign Language. Frontiers in Psychology 12 DOI logo
Pérez Cañizares, Pilar, Inmaculada Martínez Martínez & Johannes Schnitzer
2021. Estudiantes de ELE en el ámbito universitario de la Economía. Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics 34:2 ► pp. 611 ff. DOI logo

This list is based on CrossRef data as of 18 april 2022. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.