Abstract:
The act of learning is subjective. Indeed, the diversity of learning styles and strategies of each learner only confirms the difference individuals have in learning. This difference deserves to be taken into account because it is so central a dimension that, in our view, it is necessary to take it into consideration during any didactic or educational intervention, particularly in the context of training. It is around this subjective aspect of learning that this research proposes to translate learning styles and strategies into tasks that highlight them; and as part of the formative evaluation of grammar to make it more focused and effective.
