The phrase "aural learning" is correct and usable in written English.
It can be used to describe a learning style that involves listening and auditory processing of information.
Example: "Students who excel in aural learning often benefit from lectures and discussions rather than written materials."
Alternatives: "auditory learning" or "listening-based learning".
Combining interviews with his own experiences of learning how to play, sing and dance Bulgarian folk music, Rice presents one of the most detailed accounts of traditional, aural learning processes in the ethnomusicological literature.
An additional element of facilitating learning which students discussed in Focus Group 2 only, was how some students had a preference for aural learning.
In this current era of advanced technology, aural learning can even become mobile learning through the use of downloadable MP3 files.
Some participants found aural learning to be a more useful method of assimilating the lecture content than reading: E: I'm much more likely to be taking it in listening to it than I am sitting at a table reading it.
Perhaps more importantly, the addition of these aural learning tools enhances students' opportunity to access different learning styles or modes, which has been suggested to be important for deep learning [ 38].
The preference expressed by some students to listen to verbal information via the podcasts rather than using other study techniques, such as reading books or notes, suggests a preference for an aural learning style.
Aural students learn best through verbal explanation, so talk to them about concepts.
If you are an aural learner, or learn better when verbalizing it, then this method could help you.
Learning in this aural way meant that Billy was more or less getting the tune by the end of the lesson, and perfecting it over the next two or three days.
We worked our way through the textbook, doing aural comprehensions, watching videos, playing games, learning tenses I had never even heard of.
Children who are born deaf face the additional challenge of learning language without any aural basis as opposed to children who lose their hearing at age 1 1/2 or older.
