Facilitating Positive L1 Transfer through Explicit Spelling Instruction for EFL Learners with Dyslexia: An Intervention Study

Autor/inn/en	Tribushinina, Elena; Berg, Zoë op ten; Karman, Sonja
Titel	Facilitating Positive L1 Transfer through Explicit Spelling Instruction for EFL Learners with Dyslexia: An Intervention Study
Quelle	In: Language Awareness, 31 (2022) 3, S.351-370 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-8416
DOI	10.1080/09658416.2021.1949332
Schlagwörter	Native Language; Second Language Learning; Second Language Instruction; English (Second Language); Transfer of Training; Indo European Languages; Dyslexia; Spelling; Difficulty Level; Learning Problems; Teaching Methods; Comparative Analysis; Intervention; Contrastive Linguistics; Metalinguistics; Foreign Countries; Language Tests; Error Patterns; Secondary School Students; Netherlands + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Training; Transfer; Ausbildung; Indoeuropäisch; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Schreibweise; Schwierigkeitsgrad; Lernproblem; Teaching method; Lehrmethode; Unterrichtsmethode; Linguistics; Kontrastive Linguistik; Metalanguage; Metasprache; Ausland; Language test; Sprachtest; Fehlertyp; Sekundarschüler; Niederlande
Abstract	There is growing evidence that dyslexia may involve difficulty with implicit learning, which may hinder learners with dyslexia to acquire spelling skills in a foreign language through implicit instruction. Paradoxically, this is exactly how Dutch students with dyslexia learn English spelling at school. This research aims to determine if implementing explicit spelling instruction, based on a direct comparison between L1 Dutch and L2 English spelling, facilitates the development of spelling skills of dyslexic learners in English as a Foreign Language. The participants were 40 Dutch-speaking secondary-school students independently diagnosed with dyslexia (age 12-14). Twenty participants attended their regular English lessons (comparison group), whereas 20 other participants received explicit contrastive spelling instruction once a week for eight weeks (intervention group). The results reveal that during the eight weeks of the intervention spelling skills of the intervention group developed faster than those of the control group, and they remained at the same level five weeks after the intervention. These findings suggest that even a relatively short intervention based on explicit instruction of spelling rules and cross-linguistic comparisons has a facilitative effect on the development of spelling skills of students with dyslexia in a foreign language. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01