Auditory Learning Style The Understanding of Learning Style
14 experience a full understanding as they listen to the class lecture. An auditory
learner may benefit by using the speech recogn ition tool.
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Auditory learners may have a knack for ascertaining the true meaning of someones words by listening to audible signals like changes in tone. When
memorizing a phone number, an auditory learner will say it out loud and then remember how it sounded to recall it.
Auditory learners must be able to hear what is being said in order to understand and may have difficulty with instructions that are written. They also
use their listening and repeating skills to sort through the information that is sent to them.
For many of us, auditory learning style preferences result from the kind of processing their brain to receive and to process the knowledge. There is a proverb
said that to be fond of learning is to be near the knowledge. But to be near the knowledge, auditory learner involves in teaching learning process through their
sense of hearing and their brain.
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For instance, auditory learner in receiving and processing the knowledge was using not only their sense of hearing but also their right brain. right brain process
for auditory learner is tends to concentrate more on the processing of information in nonverbal domains, such as the understanding of spatial relationships,
recognition of patterns and drawings, music and emotional expression. Consequently, students who naturally tend toward right brain process might
prefer auditory learning style.
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Statement above was emphasized by the auditory learners’ characteristic such as read to their self out loud, not be afrai d to speak in class, enjoy music, be good
at grammar and foreign language, follow spoken directions well, h ave trouble keeping quiet for long periods , enjoy acting being on stage.
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http:en.wikipedia.orgwikiAuditory_learning
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Susan Shreen, Self Access, Oxford: Oxford University Press, 1989, p. 6.
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Myra Pollack S and David Miller S, Teachers, Schools, and Societies , New York: Mc Graw Hill, 2005, p.37
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Myra Pollack S and David Miller S, Teachers, Schools, and Societies , New York: Mc Graw Hill, 2005, p.38
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