Assignment

GROUP: B
Subject:- Reading Skills
Course Code: ENG 102

Topic: Receptive learning

Submitted by
Name Id
Jannatul Rayhan 17201048

Course instructor: Kania Chowdhury

 Index

Introduction …………………………………………………………………….01
The 4 receptive learning styles……………………………………………....01-03
Effective ways to teach either a listening or reading lesson………………....03-04
Receptive Learning Style………….…………………………………………04-05
References……………………………………………………………………….06
 Receptive learning

Introduction
In receptive or passive learning, the direction of learning is from written or spoken form to
meaning; we derive knowledge of words through encountering them in text and speech. Most
often receptive learning is associated with learning language through reading and listening.
However, looking up words in a dictionary, matching words with their meanings or definitions,
guessing from context, and watching television and movies are some other examples of receptive
learning activities. Receptive learning contrasts productive or active learning, which is learning
language through using it in speech and writing. The direction of learning in production is from
meaning to form. Some examples of productive learning activities are cloze tasks, sentence
production activities, retelling tasks, and writing essays. Learning from word cards (paired-
associate learning) is the activity most often used in comparisons between receptive.

The 4 receptive learning styles

One popular theory, the VARK model, identifies four primary types of learners:
Visual: - The visual learning style means that people need to see information to learn it, and this
"seeing" takes many forms from spatial awareness, photographic memory, color/tone,
brightness/contrast, and other visual information. Naturally, a classroom is a very good place for
a visual learner to learn. Teachers use overheads, the chalkboard, pictures, graphs, maps, and
many other visual items to entice a visual learner into knowledge.
Strengths of Visual Learners
Visual learners typically do well in a modern classroom setting. After all, there are just so many
visuals in classrooms — whiteboards, handouts, photos, and so on. These students have many
strengths that can boost their performances in school. Here are just a few of the strengths of this
learning type:
 Instinctively follows directions
 Easily visualizes objects
 Has a great sense of balance and alignment
 Is an excellent organizer
  Has a strong sense of color, and is very color-oriented
 Can see the passage from a page in a book in his or her mind
 Notices minute similarities and differences between objects and people easily
 Can envision imagery easily

Auditory: - Auditory learners generally remember what their teacher says and readily participate
in class. They are good listeners and often very social, which means they can sometimes get
distracted from the lesson by everything else going on in the classroom. Auditory learning
methods range from studying with voice recordings to memorizing vocabulary words by
inventing short songs.
Strengths of Auditory Learners
From kindergarten to calculus class, auditory learners will be some of the most engaged and
responsive members of any classroom. Here are some of the strengths that will help them
achieve success in the classroom:
 Good at explaining ideas out loud
 Knack for understanding changes in tone of voice
 Skilled at oral reports and class presentations
 Unafraid to speak up in class
 Follows verbal directions well
 Effective member of study groups
 Gifted storyteller
 Able to work through complex problems by talking out loud

Reading/writing: reading and writing is a learning style where individuals are able to absorb
and retain the most information through reading and writing text, versus imagery and symbolism.
The primary means of learning for reading/writing learners are through reading lecture notes,
writing essays, reading through textbooks, writing notes, etc. The reading/writing learners prefer
to have information displayed in word and text form, as it is easiest for them to absorb and store
for future use. Teachers and students tend to lean towards reading/writing learning styles. The
ability to read and write well are qualities in a person that are highly sought after, especially by
employers, project leaders, and post-secondary institutions. As well, the modalities in which
reading/writing learning styles present themselves are very common within the school system,
and easy to replicate and distribute.

Kinesthetic: - Kinesthetic learning is one of the three different learning styles popularized by

Neil D. Fleming in his VAK model of learning. In essence, kinesthetic learners process
information best when they are physically engaged during the learning process.
Often, those with a kinesthetic learning style have a hard time learning through traditional
lecture-based schooling, because the body does not make the connection that they
are doing something when they're listening without movement. Their brains are engaged, but
their bodies are not, which makes it more difficult for them to process the information. Much of
the time, they need to get up and move to put something into memory.
Strengths of Kinesthetic Learners
Kinesthetic learners have many strengths that will help them achieve success in the classroom:
 Great hand-eye coordination
 Quick reactions
 Excellent motor memory (can duplicate something after doing it once)
 Excellent experimenters
 Good at sports
 Perform well in art and drama
 High levels of energy

Effective ways to teach either a listening or reading lesson.

1. Pre-teach vocabulary
As with the present stage of vocabulary lesson, elicit, drill and concept check any vocabulary
that predict students will need to navigate the reading or listening material they will work with.
2. Gist reading/listening
When students have demonstrated their understanding of the target vocabulary, set a quick
skimming task for students to get a first contact with the text or recording. Gist tasks can be in
the form of true-false questions, paragraph matching, ordering.
3. Detailed reading or listening
When students have got the gist of the text, they can move into some more detailed
comprehension or language work. Set questions which deal with the relationship between points
in the text, or which focus on use of specific language in the text or recording .This encourages a
closer analysis of the information being presented.
4. Response to text
A follow up stage (which asks students to respond to what they have read or listened to) can
consolidate the ideas presented and engage students with the content they have read or listened
to.
Listening strategies
Take advantage of the time before the recording starts.
Read the instructions carefully. We will find out what kind of text we are going to hear, who is
going to speak and what they will speak about. Try to imagine what they might say.
Read the questions and the available answers in order to find out what kind of information you
need to extract from the recording.
Think about specific words which might appear in the recording, synonyms of the words or
phrases used in the questions
#2
*The same content will be expressed in the recording and in the question using different words.
This may be doing using synonyms, e.g. He works for the army. =He is employed by the
military. I managed to persuade her. I succeeded in convincing her.*Grammatical paraphrases
may also appear

Receptive Learning Style

Learning styles reflect our preferred manner of acquiring, using and thinking about knowledge.
We don't have just one, but a variety of styles.
One of the most basic aspects of learning styles concerns the way in which we initially receive
information from our sense organs-our receptive learning style.
Tactile/Kinesthetic Learning Style
Auditory/Verbal Learning Style
Visual/Graphic Learning style
Read/Write Learning Style
People with a Visual/Graphic Learning Style learn most effectively when material is presented
visually in a diagram or a picture. If you have a read/write learning style, you prefer information
that is presented visually in a written format. Read/write learning style is a style that involves a
preference for written material, favoring reading over hearing and touching. People with
Auditory/Verbal Learning styles prefer listening to explanations rather than reading them. For
example, a person with an auditory/verbal learning style would rather you read them directions
while they worked. People with auditory/verbal learning styles love to listen to class lecturers
and discussions because they can easily take in the information that is being talked about. People
with a tactile/kinesthetic learning style prefer to learn by doing-touching, manipulating objects,
and doing things .If you have a tactile/kinesthetic style, incorporate movement into your study.
Trace diagrams, build models, arrange flash cards, and move them around .Keep yourself active
during class, taking notes, drawing charts, and jotting down key information.
Conclusion
According to the results obtained, we can notice that listening and speaking competences are
complex skills that need to be developed consciously. They can best be developed with practice
in classroom through activities, which promote interaction between students .This study has tried
to show that it is easier to obtain students ‘participation and motivation when the suggested
materials are entertaining, original and surprising. The key is to motivate and change their
negative attitude towards English giving students a chance to speak about interesting topics,
which can result easy for them and for their level. How can teachers get that? First of all,
teachers should use the English language from Primary Education so, if pupils are accustomed to
this language since an early age, it will be easier to communicate and understand English better
and their fears will disappear. Nowadays, there are few schools where teachers do this, and the
results are very good although recently, the situation has improved due to the creation of
bilingual schools and extra classes in English but it is still necessary do more for the future, if
Spain wants to obtain similar levels of English as many other countries. Day by day school life is
when students really learn the mentioned skills previously. Sometimes, it is only when a child
spontaneously uses vocabulary or expresses his own opinion related to a previous listening or
reading aloud carried out in the classroom. An idea would be giving pupils opportunities to use
their speaking and listening skills in real life situations, giving them the sense of what they are
learning in situations that they do not have in the classroom. For example, doing more activities
outside school, participating in events or inviting people from an English speaking country as a
way of comprehending its practical use. Another way would be using new technologies, which
are very useful and motivate the students because they consider them something different and
funny. It is desirable to say that teachers must support students in their education and encourage
them to use English, and at the same time, teachers need to be in constant contact with students
References
https://link.springer.com/referenceworkentry/10.1007%2F978-1-
4419-1428-6998
https://prezi.com/m2n4_i5vqgfo/what-is-your-preferred-receptive-
learning-style/
https://sites.google.com/site/learningstyleswiki/vark-reading-writing
https://www.thoughtco.com/search?q=Kinesthetic+learning+style+
https://www.thoughtco.com/visual-learning-style-3212062