TE 5_STYLE ORIENTATION SCALEv2 - 20250804.pdf

TECHNICAL EXHIBIT 5

STYLE ORIENTATION SCALE

FOR LANGUAGE LEARNING (SOS-L)

PURPOSE: The SOS-L is designed to assess your general approach to learning a new language --your language learning style. It does not predict your behavior in every instance, but it is a clear indication of your overall preferences in language learning.

FORMAT: The SOS-L is a checklist. For each item, select a number that represents your approach.

Complete all items. There are five major activities representing five different aspects of your language learning style. At the end of each activity there is a self-scoring key and an interpretation of the results.

TIMING: It generally takes 20-30 minutes to complete the SOS-L. Do not spend too much time on any item. Indicate your immediate response by putting a check mark in the cell that applies to you for each question/situation.

ACTIVITY 1: YOUR SENSORY PREFERENCES

For each item, put a check mark in the column under 0 for NEVER, 1 for SOMETIMES, or 2 for ALWAYS to indicate your general sensory preferences, not just in your language class.

0 1 2

1. I remember something better if I write it down.

2. I take lots of notes.

3. I can visualize pictures, numbers, words, or pages in my head.

4. I get distracted by background noise.

5. I have to look at someone in order to focus on what the person is saying.

6. I remember things better if I study aloud or discuss them with someone.

7. I prefer listening to a lecture or tape, rather than reading a textbook.

8. I can easily follow a speaker even if I don't see him or her.

9. I remember better what people say than what they look like.

10. I easily remember the jokes I hear.

11. I don't like to listen to or read directions; I'd rather just start doing things.

12. I like to work with objects, e.g. building or making things.

13. I need frequent breaks.

14. I think better when I can move around when I don't have to sit at a desk.

15. I use my fingers to count and/or I move my lips when I read.

SCORING AND INTERPRETATION FOR ACTIVITY 1:

Now add up the total for items 1-5 and list it here: _ _.

This is the score for your visual preference.

Total your score for items 6-10 and write it here: _ _ .

This is indicates your auditory style preference.

Record your total score for items 11-15: .

This shows your hands-on style preference.

Based on these scores, write your strongest sensory preference here (the one with the highest score): . Record your next sensory preference here:

List your least favorite sensory preference here: . If all of your preferences are equal write an equal sign (=) here: _ . If two of your preferences are equal, write them both here with equal sign between them:

Your sensory preferences are likely to affect the way you learn a new language best. For instance, if you are a visual person, you might rely on the sense of sight and feel more comfortable with reading than with oral activities. If you are an auditory learner, you might prefer listening or speaking acclivities to reading assignments.

If you are a hands-on learner, you might benefit from doing projects and moving around the room a lot. If two or all three of your sensory preferences are equally strong, you are flexible enough to enjoy a wide variety of activities.

Your teacher can help you optimize your language learning by giving you activities that relate to your sensory preferences. On the other hand, activities that might not be quite as suited to your sensory preferences (for example, reading and writing exercises for an auditory person) will help you stretch beyond your ordinary 'comfort zone.' Welcome activities that fit you to a “T” but also welcome those that give you a chance to practice your less favored senses.

ACTIVITY 2: YOUR RELATIONS WITH OTHERS

show your general relations with others, not just in your language class.

0 1 2

1. I easily make new friends.

2. At parties or gatherings I feel energized and have fun.

3. I like groups of people.

4. It is pleasant or easy for me to talk to strangers.

5. In social groups. I easily keep up with news or gossip about other people.

6. I am rather shy and quiet most of the time.

7. I like to have deep friendships with just a few people.

8. It is hard for most people to get to know me.

9. People view me as more detached than sociable.

10. In a large group I listen rather-than speak unless I know the people well.

SCORING AND INTERPRETATION FOR ACTIVITY 2:

Now add up your score for hems 1-5 and write it here: _.

This is your score for extroversion the degree to which you get your energy from people and events outside of yourself.

Total your score for Items 6-10 and record it here: _ .

This is your introversion score, which indicates the extent to which you receive your energy from ideas, feelings, or concepts inside yourself.

If one score is higher than the other, write that category (extroverted or introverted) here:

If both numbers are equal, write an equal sign here: _ .

This means you are equally comfortable with others or by yourself.

If you scored high on extroversion, you might enjoy a wide range of social, interactive events in the language classroom - games, storytelling, role-plays, and skits. If you are more introverted, you might like to do more independent work or might enjoy working in pairs with someone you know well.

ACTIVITY 3: YOUR RELATIONS WITH IDEAS

For each item, put a check mark in the column lender 0 for NEVER, 1 for SOMETIMES, or 2 for ALWAYS to show your general relations with ideas, not just in your language class.

0 1 2

1. I have a vivid imagination.

2. I like to come up with lots of new ideas or options.

3. Step-by-step learning often bores me.

4. I like to discover major principles that might not be clear at first, rather than being told.

5. I consider myself original or even ingenious.

6. I am quite a practical, realistic person.

7. I am attracted to sensible people.

8. In learning, I like things presented in a step - by- step way.

9. I like concrete facts, not speculation or hidden meanings.

10. I prefer to avoid too many options from which to choose.

SCORING AND INTERPRETATION FOR ACTIVITY 3:

Now add up your score for hems 1-5 and record it here: .

This tells how intuitive you are in your learning.

Total your score for items 6-10 here:

This shows how concrete/sequential you are.

If one number is higher than the other, write that category here:

If the numbers are equal write the equal sign here: .

This indicates an integration of the two modes.

If you are intuitive, you might seek out the major principles or rules of the new language, like to speculate about possibilities (CULTURE or language-related), enjoy abstract thinking, and avoid step-by-step instruction.

You are much more random in your approach than your concrete/sequential classmates, who are likely to prefer step-by-step language activities and who might engage in a variety of multimedia memory strategies.

ACTIVITY 4: YOUR ORIENTATION TO LEARNING TASKS

demonstrate your general orientation to learning tasks, not just in your language class.

0 1 2

1. I reach decisions quickly.

2. I am an organized and punctual person.

3. I make lists of things that I need to do, and I generally follow through.

4. If I'II be going somewhere, I like to plan in advance what I will be doing and approximately when.

5. I start early so that I can finish before the deadline.

6. I put off making decisions as long as I reasonably can.

7. I am a spontaneous person and do not like to plan ahead too much.

8. Lists of tasks and deadlines depress me.

9. I keep an open mind about things.

10. I like to just let things happen.

SCORING AND INTERPRETATION FOR ACTIVITY 4:

Total and record your score for Items 1-5 here: .

This shows how much you need closure, that is, how immediately you need to reach decisions and finish tasks.

Now add up your score for hems 6-10 and write it here: __.

This score reveals how much you need openness, that is, how much you need to delay reaching decisions and finishing tasks.

If one score is higher than the other, write that category here:

If your results are equal for each part, write an equal sign here: _ .

You have already reached a good balance.

If your score is higher for closure, you focus carefully on all tasks, meet deadlines, plan ahead for assignments, want explicit instruction, and ask for clear directions.

If your score is higher for openness, you probably enjoy 'discovery learning' in which you pick up information on your own, and you might prefer to relax and play with the language, without much concern for deadlines or planning ahead. Join forces with others who are not just like you, so you can learn to get things done while still having fun

ACTIVITY 5: YOUR OVERALL ORIENTATION

For each item, put a check mark in the column under 0 for NEVER, 1 for SOMETIMES or 2 for ALWAYS to indicate your overall orientation, not just in your language class.

0 1 2

1. Essay tests are easier for me than multiple-choice.

2. When I am studying, I look for similarities rather than differences.

3. I like getting the big picture before getting the details.

4. I enjoy summarizing and synthesizing.

5. Too many details tend to confuse me.

6. I like to see details before seeing the whole thing.

7. I like to break things down into pieces so I can understand them.

8. In taking on anything new, I look for differences rather than similarities.

9. Summarizing bores me.

10. I use logical analysis to solve problems.

SCORING AND INTERPRETATION FOR ACTIVITY 5:

Now add up your score for Items 1-5 and fist it here: _ .

This is your global score.

Total and record your score for Items 6-10 here: _.

This is your analytic score.

Write your stronger preference here: _ _ .

If your preferences are equal, write an equal sign here: _.

This shows harmony between global and analytic orientations.

If you are more global, you might enjoy getting the main idea of a new-language conversation or a reading passage by guessing the meaning of unknown words and might feel that you’d like to use strategies (such as gestures or paraphrasing) for communicating even without knowing all the right phrases.

But if you are more analytic, you might feel less comfortable with these rather holistic techniques and might focus more on language details, logical analysis of grammar points, and contrasts between English and the new language. Learn new techniques from those who are not as global or as analytic as you are.