how knowing the students learning style can help the empirical teaching

Beside the language one of the main parts of human promotion is learning and the course of their distinctive progress can be modified by the way of individuals’ learning (kolb, 1984). there are various types of learners in a single classroom. therefore, it is significant to incorporate multiple teaching methods. it is also important to know what your own predominant learning style is, because when you teach, you may incidentally favour your learning style and change other types of learners in the classroom. being aware of the learning style preferences of the students might help the learners to be much more successful in the classroom because afterwards, the school curriculum may possibly be reshaped in accordance with the findings. if the teacher knows the students, their likes, dislikes, easy ways of learning, may make both teaching and learning easy and make this learning teaching cycle much more effectual. jaouen (1990) mentions that helping students understand learning styles allows them to see new perspectives and raise their tolerance for each other’s differences. this research would be helpful not only for the teachers and instructors at universities with similar curricula but also for the students who would be able to find their learning style preferences that would useful for them to acquire a foreign language easier, more practical and more enjoyable. knowing students’ general preference tendencies might enable materials developers to bring into materials being that both match students’ learning styles and help them manipulate useful strategies. in other words, teachers may have enough time not only to identify their students’ styles and strategies but also able to mix appropriate materials and activities that match the learners’ learning styles and they may have better opportunities to measure and guide the learners with respect to learning strategies manipulated in various situations thanks to the curriculum and material developers. (tabanlioglu, 2003). this study overviews the nature of learning and learning styles and separates into three parts that first defines what learning is and provides a brief description of learning styles. the second part is about the theoretical framework, and the third part is related to the empirical studies. consequently, a teacher can use this information in class in many ways.