英语教学与特殊学习障碍:个案研究

Maria Cristina Nisco, Francesco Tafuri, Emma Saraiello, Mattia Caterina Maietta
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引用次数: 0

摘要

对于患有特殊学习障碍(SLDs)的学生来说,学习外语往往是一个巨大的挑战,使这个过程变得极其复杂(大多数困难来自拼写和词汇,对阅读、写作和发音产生重大影响)。这也给教育工作者和教育机构带来了挑战,他们的任务是响应学生的需求,变得更加灵活,能够理解、重视和适应学生的差异,以便为他们提供优质的全纳教育和平等的学习机会。这篇论文的目的是提出一项在有特殊语言障碍的大学生中进行的研究,旨在确定促进有效和有意义的英语语言学习的方法和教学策略。其根本目的是为教育和可持续发展领域的未来趋势、指导方针和可行战略的定义提供有用的见解。因此,82名患有特殊学习障碍的大学生被随机分为实验组(EG, <em>n</em>= 41)接受根据个人需要设计并基于补偿性措施的英语课程,或对照组(CG, <em>n</em>;= 41)参加常规英语课程。结果表明,受益于各种个性化支持的学生能够提高他们的外语技能。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
English language teaching and specific learning disorders: A case study

The study of a foreign language for students with Specific Learning Disorders (SLDs) can often be a tremendous challenge, making this process extremely complex (most of the difficulties arise from spelling and lexis with major consequences for reading, writing and pronunciation). This also entails a challenge for educators and educational institutions having the task of responding to students’ needs by becoming more flexible and equipped to understand, value and adapt to the differences of their students in order to provide them with quality and inclusive education and equal learning opportunities. The purpose of this paper is to present a study conducted among university students with SLDs with the aim to identify approaches and teaching strategies to foster effective and meaningful English language learning. The underlying intention is to provide useful insight into future trends and definitions of guidelines and viable strategies in the field of education and SLDs. Therefore, 82 university students with SLDs were randomly assigned either to an experimental group (EG, n = 41) who received English lessons designed according to their individual needs and based on compensatory measures, or to a control group (CG, n = 41) who participated in conventional English lessons. Results suggest that the students who benefited from a variety of individualised supports were able to improve their foreign language skills.

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