izpis_h1_title_alt

Upoštevanje učnega okolja pri prilagajanju poučevanja angleščine za učence z disleksijo : [diplomsko delo]
Filipič, Urša (Author), Pižorn, Karmen (Mentor) More about this mentor... This link opens in a new window, Košak Babuder, Milena (Co-mentor)

URLURL - Presentation file, Visit http://pefprints.pef.uni-lj.si/3909/ This link opens in a new window

Abstract
Disleksija spada med najbolj pogoste specifične učne težave. Med najpomembnejše značilnosti posameznikov z disleksijo spadajo šibkosti, kot so neustrezno razvita zmožnost dekodiranja in šibka sposobnost pomnjenja ter počasna obdelava in pridobivanje jezikovnih informacij predvsem na fonološki ravni, kar vodi do učnih dosežkov, ki so precej nižji od posameznikovega intelektualnega potenciala. Težave učencev z disleksijo na bralno-napisovalnem področju jih še posebej ovirajo pri usvajanju tujega jezika. Če imajo težave s fonologijo in slovničnimi strukturami v maternem jeziku, je večja verjetnost, da bodo imeli težave tudi pri usvajanju tujega jezika. Za razliko od slovenščine spada angleščina med manj transparentne jezike, za katere je značilna precej nepredvidljiva povezava med grafemom in fonemom. Zaradi tega morajo učenci vložiti še toliko več truda in časa v učenje tujega jezika. Naloga učitelja je, da jim ta proces čim bolj olajša. Pozitivna razredna klima in dostopen učitelj sta izrednega pomena pri ustvarjanju varnega ter spodbudnega učnega okolja. Uspeh učencev z disleksijo pri pouku angleščine je v veliki meri odvisen od usposobljenosti učitelja in ustreznega prilagajanja vseh vrst učnih okolij. Pri tem so mu v pomoč razne tehnike in strategije, kot so multisenzorno poučevanje, pomoč pri učenju besedišča ter črkovanja, motivacijske strategije, prilagoditve pri preverjanju in ocenjevanju znanja, uporaba informacijsko-komunikacijske tehnologije ter eksplicitno učenje povezave med grafemi in fonemi. V empiričnem delu diplomskega dela ugotavljamo, da učitelji angleščine najpogosteje izvajajo prilagoditve v okviru fizičnega, kurikularnega in socialnega učnega okolja. Večina vprašanih je potrdila, da bi dano ocenjevalno lestvico uporabila pri ugotavljanju, če učencem z bralno-napisovalnimi težavami nudi podporno okolje. Rezultati so pokazali tudi, da učitelji ocenjujejo, da je stopnja motivacije učencev z bralno-napisovalnimi težavami za učenje angleščine srednje visoka in da so največ informacij glede poučevanja otrok z bralno-napisovalnimi težavami pridobili, ko so se samostojno dodatno izobraževali s pomočjo ustrezne literature.

Language:Slovenian
Keywords:učenci s specifičnimi učnimi težavami, učno okolje, učitelj angleščine, poučevanje angleščine, prilagajanje učnega okolja
Work type:Undergraduate thesis (m5)
Tipology:2.11 - Undergraduate Thesis
Organization:PEF - Faculty of Education
Year:2016
Publisher:[U. Filipič]
Number of pages:VII, 81 str.
UDC:376:811.111(043.2)
COBISS.SI-ID:11185737 Link is opened in a new window
Views:332
Downloads:110
Metadata:XML RDF-CHPDL DC-XML DC-RDF
 
Average score:(0 votes)
Your score:Voting is allowed only to logged in users.
:
Share:AddThis
AddThis uses cookies that require your consent. Edit consent...

Secondary language

Language:English
Title:Learning environment considerations and teaching of English to students with dyslexia
Abstract:
Dyslexia is one of the most common specific learning difficulties. The most important characteristics of individuals with dyslexia include weaknesses, such as poor decoding skills and poor memory, slow processing and retrieving of linguistic information, especially at the phonological level, leading to learning achievements, which are much lower than individuals intellectual potential. Problems that students with dyslexia have in the writing and reading areas are particularly hampered in the acquisition of a foreign language. If an individual has problems with phonology and grammatical structures in his native language, it is more likely that these students will also have trouble in the acquisition of a foreign language. Unlike Slovene English is a less transparent language and is characterized by quite unpredictable grapheme-phoneme relationship. Due to this characteristic, English as a foreign language students need to invest even more time and effort in learning a foreign language. The teacher’s task is to make this process as easy as possible for them. Friendly classroom atmosphere and an approachable teacher play an important part in creating a safe and inspiring learning environment. The success of students with dyslexia in learning English depends to a large extent on the qualifications of the teacher and the appropriate adjustment of all types of learning environments. Teachers can use various techniques and strategies, such as multisensory teaching. They can also help students with learning vocabulary and spelling, supporting students in using appropriate motivational strategies and assessment accommodations and applying information and communication technology to support the learning process as well as teaching explicitly the relationship between graphemes and phonemes in the English language. In the empirical part of the thesis we found that teachers of English most often carried out adjustments in the context of physical, curricular and social learning environment. Most teachers confirmed that they would use the given grading scale to check if they have created a supportive environment for students with reading and writing difficulties. The results also showed that teachers estimate that the level of motivation of students with dyslexia for learning English is medium and that they obtained more information on teaching children with dyslexia with independent additional research with the help of relevant literature.

Keywords:English language, dyslexia, angleščina, disleksija

Similar documents

Similar works from RUL:
Similar works from other Slovenian collections:

Comments

Leave comment

You have to log in to leave a comment.

Comments (0)
0 - 0 / 0
 
There are no comments!

Back