One of the most important tasks a teacher has is to adapt to individual needs of each pupil in order to help them realize their full potential. The importance of adapting to pupils' needs becomes even more evident in foreign language classes, where the differences in the prior level of knowledge, motivation for learning a language, cultural background, previous experience and learning preferences are more pronounced. Learning style of each individual pupil is determined by their learning preferences and approach to solving tasks. When compatible teaching and learning styles are employed, it can lead to improved learning performance and mutual satisfaction, whereas a gap between learning and teaching styles, in most cases, results in poorer performance, lack of motivation, unfavourable attitude and negative learning self-perception. A teacher has to be well acquainted with the pupils to determine the preferable learning method, but also take into consideration personal learning and teaching preferences and possible biases. To satisfy the multitude of learning needs, the teacher must use varied and quality teaching materials, visual support, multi-sensory presentation of the subject, contextualize the subject matter and include concrete situations. Teacher’s performance must be self-monitored, evaluated and adapted if necessary. This master's thesis focuses on analysing the viewpoints of 4th and 5th grade teachers on the learning styles theory and its practical application in teaching English. 89 teachers took part in a survey in which we tried to establish their attitude and knowledge of the learning style theory, how they plan their lessons, how they comply with the pupils' needs and the type of materials and activities they prefer to use in class. Based on the results, we compiled a list of 6 most frequently used student's books (3 for the 4th grade and 3 for the 5th grade) and analyzed them. We also conducted 5 semi-structured interviews with 4th and 5th grade English teachers to get a more in-depth view of their work according to learning styles. We can conclude that most teachers have adequate knowledge of the learning styles theory, they are aware of their learning styles and believe that they play an important role in teaching English. Participants consider learning styles while planning lessons, during the lessons and during assessment. The level of knowledge of learning styles does not fluctuate with teachers' education, years of teaching or the number of classes a certain teacher teaches. The difference in attitude and considering learning styles while planning lessons and evaluating knowledge can be explained by the difference in years of teaching. The majority of participants use student's books in class and agree that the kinaesthetic learning style is the most underrepresented in used materials. This was also confirmed by the analysis of the previously mentioned student's books. Regardless of this, teachers try to incorporate all learning styles to satisfy the needs of all students by preparing various exercises, coming up with their own ideas, differentiation and including physical exercise and other activities.
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