A Model to Manage EFL Learners with ADHD and Dyslexia

Autor/inn/en	Akbasli, Sait; Sahin, Mehmet; Gürel, Merve
Titel	A Model to Manage EFL Learners with ADHD and Dyslexia
Quelle	8 (2017) 28, S.201-214 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2222-1735
Schlagwörter	English (Second Language); Second Language Instruction; Dyslexia; Attention Deficit Hyperactivity Disorder; Attention Span; Cognitive Processes; Metacognition; Vocabulary Development; Reading Comprehension; Teaching Methods; Diaries; Phonological Awareness; Protocol Analysis; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Cognitive process; Kognitiver Prozess; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Wortschatzarbeit; Leseverstehen; Teaching method; Lehrmethode; Unterrichtsmethode; Diary; Tagebuch; Ausland; Türkei
Abstract	In EFL or ESL classrooms there may be those learners labeled as "slow learners" who struggle to concentrate and thus experience failure inevitably. In this study, we deal with dyslexia and inattention (ADHD) because current research suggests behind the slowness of such learners may lie a disorder that can be controlled. We am going to focus on the inattention aspect of ADHD as it is more widely seen among adults rather than the hyperactivity aspect of that disorder (Volkow et al, 2013). Students with inattention and dyslexia show common symptoms and thus may have common problems (Marsha & Camahalan, 2006). The study design aims to help both teachers in class management and learners with learning difficulties cope with the expectations from an EFL learner, especially in terms of vocabulary and reading development. The method that we are suggesting is CALLA method (Chamot & O'Malley, 1996). We will specifically focus on explicit cognitive and metacognitive strategy training elements of this method, which will be executed and assessed through thinkaloud protocols. Among these strategies will be vocabulary training through collocations as well as strategies for reading comprehension (See Appendix 2). For vocabulary training strategies, we am going to adopt Lexical Approach (Lewis, 2000) because this approach suggests vocabulary can be better processed and kept in the long term memory when studied through chunks. We think it can be beneficial for learners struggling to learn vocabulary such as those with dyslexia and inattention disorders. The research methodology will be narrative inquiry as suggested by Clandinin & O'Connelly (2000). So, in this model learners are asked to keep a diary throughout their treatment with CALLA method and think-aloud protocols. In the end, this design can help teachers gain some insight into understanding learners with learning difficulty and better their foreign language learning skills. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01