Auditory Processing Disorder and Foreign Language Acquisition

Autor/in	Veselovska, Ganna
Titel	Auditory Processing Disorder and Foreign Language Acquisition
Quelle	In: Clearing House: A Journal of Educational Strategies, Issues and Ideas, 88 (2015) 2, S.50-53 (4 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-8655
DOI	10.1080/00098655.2014.997657
Schlagwörter	Auditory Perception; Language Processing; Coping; Second Language Learning; Student Needs; Cognitive Processes; Learning Strategies; Second Language Instruction; Teaching Methods; Listening Comprehension; Disabilities; Symptoms (Individual Disorders); Academic Accommodations (Disabilities); Inferences; Translation; Imagery; Notetaking; Intonation; Schemata (Cognition); Word Recognition; Drills (Practice); Self Evaluation (Individuals) + Suchen Sie Ihr Suchwort? Auditive Wahrnehmung; Akustische Wahrnehmung; Akustik; Sprachverarbeitung; Bewältigung; Zweitsprachenerwerb; Cognitive process; Kognitiver Prozess; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Hörverständnis; Handicap; Behinderung; Psychiatrische Symptomatik; Inference; Inferenz; Metaphorik; Cognition; Schema; Kognition; Worterkennung
Abstract	This article aims at exploring various strategies for coping with the auditory processing disorder in the light of foreign language acquisition. The techniques relevant to dealing with the auditory processing disorder can be attributed to environmental and compensatory approaches. The environmental one involves actions directed at creating a learner-friendly auditory environment and tailoring the listening material to students' needs. The compensatory approach is based upon engaging numerous information processing techniques intended for both short term and long term improvement. These approaches and their techniques are integrated into the process of language strategy instruction, the main objective of which is creating a successful independent language learner. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01