Individual Cognitive Styles of University Students and Acquisition of Spanish as a Foreign Language

Abstract

Varying methodological conditions changed the emphasis of Spanish instruction for 212 English-speaking university students. Evaluation of the cognitive style preferences of first semester students via the Myers-Briggs Type Inventory, Learning Styles Inventory, and a specially designed questionnaire produced a single cognitive preference score. The scores guided the filling of eight classes: two classes for students preferring whole language usage (gestalt style), two for students preferring grammar explanations (analytic style), and four mixed styles control classes. Each of four instructors taught one experimental emphasis class (either gestalt or analytic) and one control class, using the same curricular materials. Classes of students tested at the beginning and end of the semester showed differing improvement. Regression analysis significant at.05 or below and comparison of means indicate greater improvement in the experimental emphasis classes than in the control classes, supporting the hypothesis that students learn more when teaching style matches student cognitive style.