1,721,035 research outputs found
MULTISEMIOTIC PRESENTATION AND MULTIMODAL TECHNIQUES FOR ADULTS WITH DEVELOPMENTAL DYSLEXIA LEARNING L2 ENGLISH
No full textPeople with developmental dyslexia (DD) present numerous deficits which hinders the acquisition of both the first and second language (see for example Vellutino, 1979; Baddely et al., 1998; Wolf & Bowers, 1999; Reid, 2009; Szmalec et al. 2013; Baddely, 2015, Cappelli & Noccetti 2016, Cappelli, Noccetti el al., 2018).
In general, students with DD experiment difficulties in learning new words and the morpho-syntactic features of the L2. Due to the characteristics of their condition, they need more time, more training and form focused instruction.
It is believed that multisemiotic material and multimodal techniques enhance lexical input and seem to overcome the difficulties observed in students with DD (Cappelli & Noccetti 2016). Schnotz and Baadte (2008: 27) believe that diverse «external representations as information sources [...] construct internal (mental) representations of the learning content in working memory and store those representations in long-term memory». Namely, the use of multiple semiotic resources in language teaching provides a useful tool for students with inefficient memory systems. Recently, it has been confirmed that cross-modal teaching enhances cross-modal working memory binding, which strengthens lexical development and promotes language learning (Allen et al., 2009; Wang et al. 2017).
A group of Italian adult students with DD was instructed using multisemiotic material to teach L2 words (for example images with audio) in a richly informative context by means of multimodal techniques to verify the advantage of such methods over a traditional mono-semiotic and mono-modal input.
The scores of the test administered at the end of the training to the learners with DD confirm that multisemiotic presentation and multimodal techniques can positively affect language learning and vocabulary storage
Visual and Auditory Stimuli for Teaching EFL Vocabulary to Learners with Dyslexia
No full textThis volume contributes to the growing body of research on developmental dyslexia, focusing on the disorder’s behavioural manifestations at different levels of the language system. It is organised into three sections that cover the three main vantage points from which the effects of dyslexia on communication can be observed: neuropsychology, linguistics and the perspective of educators. Together, the chapters provide an insightful overview of the ways in which dyslexia impacts different components of language, including lexical and pragmatic abilities, and present data from experimental and applied research, with suggestions for the application of research-based data in both innovative and traditional language teaching, ways to rehabilitate reading dysfunctions, as well as teacher training. The book will be essential reading for researchers and students investigating dyslexia, as well as foreign language teachers and professionals who work on the rehabilitation of linguistic performance dysfunctions in people with dyslexia
Adjective Learning in English and Italian Children: A comparison.
No full textThe acquisition of adjectives in two Italian and two English children is compared searching for differences and similarities in their acquisition paths towards adult competence.
The question addressed is whether there is a correspondence between the children’s output and parental input both in terms of frequency of use and of the semantic relationship that adjectives express. The second question at issue is whether there are some (expected) differences between English and Italian children with respect to the adjectival production that could be related to differences in the two languages. More specifically, since in Italian the post-nominal position of adjectives is more salient than the English pre-nominal position, this might have consequences on the period of their emergence and development in child speech. Moreover, the fact that Italian has overt adjectival morphological markers, although shared with nouns and therefore non-salient per se, may favour a selective attention on the adjectives as object properties. Namely, homogeneous morphological units might facilitate the children in relating the adjective to the noun (provided the noun is already familiar to the children)
Blended learning and memory-training techniques for specialised vocabulary learning in adult EFL learners with dyslexia
No full textCompleting a University’s foreign language proficiency requirement is often a challenge for dyslexic students. Foreign language learning is a strenuous and difficult task for these learners because of a complex interplay of deficit-, personality- and methodology-related factors. This contribution presents an ongoing project on EFL learning and dyslexia carried out at the University of Pisa Language Centre. It discusses the preliminary results obtained from a case study focusing on the effects of memory training techniques and of a multimodal and multisensory approach to specialized vocabulary teaching on learners with dyslexia. A multimodal approach in communicative settings has proven effective and beneficial in terms of memorization and motivation. Blended learning, computer mediated communication, together with face-to-face modes can contribute to plan effective multisensory learning settings for dyslexic students (Gillingham and Stillman 1997, Nijakowska 2010, Dóczi and Kormos 2015, Cappelli and Noccetti 2016). Existing EFL materials were adapted using both audio-visual and tactile tools to activate the different sensory channels. The frequency of stimulus exposure was increased and denomination techniques were used to help the memorization of new lexical items. At the same time, the learners’ memory systems (both declarative and procedural) were trained through specifically designed memory-games and techniques (Allway and Allway 2013)
Dyslexia and Pragmatic Skills
No full textThe chapter presents an overview of research on pragmatic efficiency and dyslexia in children and adult
Proficiency in English L2 and Cultural Knowledge: Some Reflections on the Use of a Workspace to Improve Motivation and Competence in Adult Learners
No full textA moodle platform is used to create a community of English language learners and allow adult student to communicate to each other, in order to increase their motivation and competence
Learning L2 English in tandem-partnerships on-line
No full textTandem learning via email and computer-mediated communication activities flanked standard frontal English
lessons for Italian adult learners in Italy. It is here suggested that the combination of tandem learning, various
communication activities performed on-line, and standard courses help mature students to boost their self-esteem,
give them more autonomy, and enhance their motivation. Tandem learning, which is based on the principles of
reciprocity and autonomy, is ideally suited for adult students. It helps overcome the problems connected to the
affective reactions of adults, and at the same time, being content driven, offers a more natural setting to learn an L2
(second language) on a mutual supportive basis
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