The Impact Of Action- Oriented Approach On Teaching English To Students With Mild Specific Language Learning Difficulties

Abstract

Students with mild specific language learning difficulties encounter numerous challenges when acquiring the English language, and require a significantly longer period of time to attain independent language proficiency compared to their non-disabled counterparts. The objective of this investigation is to analyze the impacts of implementing An Action-Oriented Approach in the instruction of English language to secondary school students who exhibit Mild Specific Language Learning Difficulties. In order to accomplish this objective, a training program utilizing the Action Oriented Approach was administered to a cohort of 15 students who exhibit Mild Specific Language Learning Difficulties, as developed by a team of experts. The study employed quantitative data collection instruments, namely Unit-based Achievement Tests for four units and Classroom Observation Forms administered to students with Mild Specific Language Learning Difficulties both prior to and following the training programme. The quantitative data were subjected to analysis using the SPSS 21 statistical software and R Program version 3.2.5. The findings of the study suggest that individuals with mild speech and language learning difficulties exhibit a delay in their learning progress. Nevertheless, employing suitable pedagogical approaches and methodologies can enable students with mild speech and language learning difficulties to achieve a level of learning commensurate with that of their peers. The results of Unit-based Achievement Tests indicate that students with Multiple Severe Learning and Language Disabilities (MSLLD) may exhibit greater progress in their academic development compared to their typically developing peers. Finally, the research findings suggest that the Action Oriented Approach is advantageous in instructing English language skills to students who experience minor challenges in learning the language. Keywords: action oriented approach, specific mild language learning difficulties, mixed research method, english teaching and learning, teacher training, language learning skills

Keywords

• action oriented approach
• mild specific language learning diffculties
• language learning skills

Eylem Odaklı Yaklaşımın Hafif Düzey Özel Dil Öğrenme Güçlüğü Olan Öğrencilere İngilizce Öğretimine Etkisi

Öz

Hafif düzeyde özel dil öğrenme güçlüğü çeken öğrenciler, İngilizce dil edinimi süresince çok sayıda zorlukla karşılaşmaktadırlar ve engelli olmayan akranlarına kıyasla bağımsız dil yeterliliği elde etmek için önemli ölçüde daha uzun bir süreye ihtiyaç duymaktadırlar. Bu araştırmanın amacı, Hafif düzeyde Özel Dil Öğrenme Güçlüklerine sahip ortaokul öğrencilerine İngilizce öğretiminde Eylem Odaklı Bir Yaklaşım uygulamanın etkilerini analiz etmektir. Bu amaca ulaşmak için, uzmanlardan oluşan bir ekip tarafından geliştirilen Hafif Özel Dil Öğrenme Güçlüğüne sahip 15 kişilik bir öğrenci grubuna Eylem Odaklı Yaklaşımdan yararlanan bir eğitim programı uygulanmıştır. Araştırmada nicel veri toplama araçları olan dört ünite için Ünite Tabanlı Başarı Testleri ve Hafif Özel Dil Öğrenme Güçlüğü olan öğrencilere eğitim programı öncesinde ve sonrasında uygulanan Sınıf Gözlem Formları kullanılmıştır. Nicel veriler, SPSS 21 istatistik yazılımı ve R Programı versiyon 3.2.5 kullanılarak analize tabi tutulmuştur. Çalışmanın bulguları, hafif düzeyde konuşma ve dil öğrenme güçlüğü çeken bireylerin öğrenme ve edinme süreçlerinde gecikme sergilediğini göstermektedir. Bununla birlikte, uygun pedagojik yaklaşımlar ve metodolojiler kullanmak, hafif düzeyde konuşma ve dil öğrenme güçlüğü çeken öğrencilerin akranlarıyla orantılı bir öğrenme düzeyine ulaşmalarını sağlayabilmektedir. Ünite Tabanlı Başarı Testlerinin sonuçları, Çoklu İleri Seviye Öğrenme ve Dil Yetersizliği (MSLLD) olan öğrencilerin, normal gelişim gösteren akranlarına kıyasla akademik gelişimlerinde daha fazla ilerleme gösterebileceğini göstermektedir. Son olarak, araştırma bulguları, Eylem Odaklı Yaklaşımın, dili öğrenmede hafif düzeyde güçlük yaşayan öğrencilere İngilizce dil becerilerini öğretmede avantajlı olduğunu göstermektedir.

Anahtar Kelimeler

• Eylem-odaklı yaklaşım
• hafif düzey özel dil öğrenme güçlüğü
• dil öğrenme becerileri

Kaynakça

1. Atay, D., Kurt G., Çamlibel, Z., Ersin, P., Kaslioglu Ö., (2009). The Role Of Intercultural Competence In Foreign Language Teaching: Inonu University Journal Of The Faculty Of Education.
2. Bento, M. (2013). Pour une définition de l’action dans la perspective actionnelle en France. Synergie Canada, (5), 1-9.
3. Bernard, H.R. (2000) Social Research Methods: Qualitative and Quantitative Approaches. Sage Publications, Thousand Oaks.
4. Bratton, I. (2015). Multi- Tiered System of Supports (MTSS) Response to Intervention: Wakulla County Schools,UK.
5. Brown, J. D. (1995). The elements of language curriculum: A systematic approach to program development. Boston, MA: Heinle & Heinle.
6. Delvolvé, N. (2006). Métacognition et réussite des élèves. Retrieved from http://www.cahierspedagogiques. com/article.php3?id_article=2767.
7. TEPAV Project Team. (2013). Turkey national needs assessment of state school English language teaching. Ankara: Mattek Publication.
8. Eurydice. (2012c). Developing key competences at school in Europe: Challenges and opportunities for policy. Eurydice Report. Luxembourg: Publications Office of the European Union.

9. Eurydice. (2017). Key data on teaching languages at school in Europe. Eurydice Report. Luxembourg: Publications Office of the European Union.
10. Grangeat, M. (1999). La métacognition, une clé pour des apprentissages scolaires réussis. In Grangeat (coord.), La métacognition, une aide au travail des élèves (pp. 153–172). Paris: ESF éditeur.
11. Jensen, E. (1994). The learning brain, USA: Turning Point Publishing.
12. Koksal, O. and Atalay, B. (2016). Teaching Principles And Method: Contemporary Practices, Methods And Techniques: Egitim Publishing.
13. Marks, B., (2007). Cultural competence revisited: nursing students with disabilities. Journal of Nursing Education 46 (2), 70–74.
14. [Ministry of National Education] (2017) [General Directorate of Special Education, Guidance and Advisory Services] (n.d.) Ankara, TURKIYE
15. Mirici, H. (2017). European policies and practices in training foreign language teachers: Hacettepe University Journal of Education Faculty
16. NCCA, National Council for Curriculum and Assessment (2019). Communication andLanguage, guidelines for Teachers of Students with Mild Language Difficulties, General Learning Difficulties (Accessed at 29.12.2019)
17. Patton, M. Q. (2002). Qualitative Research & Evaluation Methods. 3rd edition. Sage Publications, Inc.
18. Peculea, L. (2014). Investigating learning difficulties at Romanian language and literature subject in perspective of learning to learn competence development, ScienceDirect Procedia - Social and Behavioral Sciences 180 ( 2015 ) 666 – 673.
19. Pollak, D., (2009). Neurodiversity in Higher Education. John Wiley & Sons, Ltd, Hoboken.
20. Sari, H. (2017). The influence of an in-service teacher training (INSET) programme on attitudes towards inclusion by regular classroom teachers who teach deaf students in primary schools in Turkey : Deafness & Education International
21. Sin, C.H., Fong, J. (2008). Do no harm? Professional regulation of disabled nursing students in Great Britain. Journal of Advanced Nursing 62 (6), 642–652.
22. Springer, C. (2009). La dimension sociale dans le CECR: pistes pour scénariser, evaluer et valoriser l'apprentissage collaboratif, Le Français dans le Monde/ Recherches et Applications, 66(4), 511-523.
23. TEPAV Project Team. (2013). Turkey national needs assessment of state school English language teaching. Ankara: Mattek Publication.
24. Vianin, P. (2011). Ajutorul strategic pentru elevii cu dificultăți școlare, Editura ASCR, Cluj-Napoca
25. Wernicke, M (2014). Action-oriented language teaching – „Ja genau!“ Forum Deutsch: Forschungsforum.
26. Westwood, P. (2008). What teachers need to know about learning difficulties, ACER Press, Australian Council for Educational Research Ltd.