LEARNING STYLES IN PRACTICE: AN EMPIRICAL STUDY BASED ON CLASSROOM OBSERVATIONS IN GERMAN AS A FOREIGN LANGUAGE (DAF) CLASSROOMS
LEARNING STYLES IN PRACTICE: AN EMPIRICAL STUDY BASED ON CLASSROOM OBSERVATIONS IN GERMAN AS A FOREIGN LANGUAGE (DAF) CLASSROOMS

Summary/Abstract: Learning styles have long been a subject of discussion in educational research, particularly in the context of foreign language teaching. While numerous theoretical models describe different learning styles and learner preferences, the practical implementation of these concepts in classroom teaching remains controversial. The present study investigates how different learning modalities are reflected in the practice of teaching German as a Foreign Language (DaF). The research is based on classroom observations conducted in a DaF class consisting of 20 students. Structured observation sheets were used to document teaching methods, interaction patterns, and the use of visual, auditory, and kinesthetic learning modalities. The results are presented through descriptive analysis of the observed teaching activities. The findings indicate that visual and auditory teaching methods are the most frequently used instructional approaches, while kinesthetic activities occur less often. The study contributes to the ongoing discussion about the relevance of learning styles in foreign language teaching and highlights the importance of varied teaching methods in addressing different learner needs in the DaF classroom

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