The Principle of Individualization

This principle takes into account individual peculiarities of the learner, his background knowledge, what he knows, his spheres of interest, etc., i.e. cognitive styles. Cognitive styles have been defined as characteristic mental and psychological behaviours that “serve as relatively stable indicators of how learners perceive, interact with, and respond to the learning environment” (Keefe, 1979). Cognitive styles can hence be thought of as predispositions to particular ways of approaching learning and are intimately related to personality types. Differences in people’s cognitive styles reflect the different ways people respond to learning situations [113, p. 59]. The teacher has to deal with a wide range of pupils: extroverts (who get their greatest satisfaction from social contacts with other people), introverts (who are self-centered, like to be alone with their dreams and their thoughts), deductivists (rational-logical types of pupils who like the rules to be formulated), inductivists (who induce rules from examples), etc. Some pupils can be managed easily and flexibly, others require more attention and a tough hand, and still others prefer a certain degree of freedom in choosing the mode of learning. Consequently, the teacher needs knowledge of psychology to realize the principle of individual approach to organize for instruction and manage it successfully.

Knowles (1982) suggests a different classification where four different types of learners are characterised by the following learning styles.

1. Concrete learning style. Learners with this style use active and direct means of taking in and processing information. They are interested in information that has immediate value. They are curious, spontaneous, and willing to take risks. They like variety and the constant change of pace. They dislike routine learning and written work, and prefer verbal and visual experiences. They like to be entertained and like to be physically involved in learning.

2. Analytical learning style. Learners with this style are independent, like to solve problems, and enjoy tracking down ideas and developing principle on their own. Such learners prefer logical, systematic presentation of new didactic material with opportunities for learners to follow up on their own. Analytical learners are serious, push themselves hard, and are vulnerable to failure.

3. Communicative learning style. Learners with a communicative learning style prefer a social approach to learning. They need personal feedback and interaction and learn well from discussion and group activities. They thrive in a democratically run class.

4. Authority-oriented learning style. Learners with an authority-oriented style are said to be responsible and dependable. They like a need structure and sequential progression. They relate well to a traditional classroom. They prefer the teacher as an authority figure. They like to have clear instructions and to know exactly what they are doing; they are not comfortable with consensus-building discussion [113, p. 60].

Here are some recommendations to implement the principle of individualization in FLT:

1. Make up a methodological character of the class, describing all the pupils, their features and personal characteristics. This will greatly facilitate the management of instructional-educative process.

2. Be careful to see how the pupils assimilate teaching material; help those who need your guidance, use differentiated tasks, handouts, and clues.

3. Organize work in small groups, using the knowledge of each pupil to work together and get into contact to perform the task.