The chance of learning should be given to all learners even though they have disabilities.
The purpose of this thesis is to seek the effective ways of teaching English vocabulary to mentally disabled learners.
For this study, examine mentally disabled learner's degree of disability, the type...
The chance of learning should be given to all learners even though they have disabilities.
The purpose of this thesis is to seek the effective ways of teaching English vocabulary to mentally disabled learners.
For this study, examine mentally disabled learner's degree of disability, the types of disability, language learning style, and weakness of learning.
We also identified the examples of other subjects to know how to apply their approaches in English education for mentally disabled learners.
In chapter 2, we reviewed the definition and classification of mentally disabled. To compare the differences between non-mentally disabled learners and mentally disabled learners’ development of cognitive, we identified Piaget's cognitive development. After delineating based on Piaget's theory, we took a look into their learning style, weakness of learning point and why the vocabulary is important in learning English.
In chapter 3, we surveyed approaches and methods other than English subject, understanding which method is more efficient for mentally disabled learners. It was rhythm and repetition. Based on the result, we made proper lesson plan for students who need special education.
In chapter 4, we designed lesson plans referenced which based on the characters of mentally disabled learners' learning. The strategies of effective English teaching for mentally disabled learners may be summarized as follows.
First, provide simple lessons. Mentally disabled learners have an attention deficit disorder, so break lessons into short period and give simple tasks, activities, and spare term to process each activity for them. They also have cognitive deficits, so give them step-by-step instruction.
Second, use visual, auditory, and kinesthetic method. Mentally disabled learners learn best and respond better using good materials of activities such as songs, charts, picture cards, and dancing. Especially, using songs is good approach since it makes learners relaxed and excited. Meanwhile, be thoughtful when use dancing method in order to consider their conditions and degrees of disability.
Third, repeat lessons in a variety of ways. Mentally disabled learners have short term memory. Repetition can speed to delivery information from short term to long term.
Finally, be patient. Mentally disabled learners are slow learner. We must not push them and expect any instant output. They have some difficulties about learning, so treat them as new student and give them instructions every class. It is also crucial that we do not assume that mentally disabled learners are aware of what they have been learning. Therefore, for mentally disabled learners' learning of English vocabulary, we try to look further to search for mentally disabled learners to adopt English better and have an interest of their own learning. Thus, it is necessary for us to analyze and discover problems of ways of teaching curriculum and learning environment for mentally disabled learners.
The chance of learning should be given to all learners even though they have disabilities.
The purpose of this thesis is to seek the effective ways of teaching English vocabulary to mentally disabled learners.
For this study, examine mentally disabled learner's degree of disability, the types of disability, language learning style, and weakness of learning.
We also identified the examples of other subjects to know how to apply their approaches in English education for mentally disabled learners.
In chapter 2, we reviewed the definition and classification of mentally disabled. To compare the differences between non-mentally disabled learners and mentally disabled learners’ development of cognitive, we identified Piaget's cognitive development. After delineating based on Piaget's theory, we took a look into their learning style, weakness of learning point and why the vocabulary is important in learning English.
In chapter 3, we surveyed approaches and methods other than English subject, understanding which method is more efficient for mentally disabled learners. It was rhythm and repetition. Based on the result, we made proper lesson plan for students who need special education.
In chapter 4, we designed lesson plans referenced which based on the characters of mentally disabled learners' learning. The strategies of effective English teaching for mentally disabled learners may be summarized as follows.
First, provide simple lessons. Mentally disabled learners have an attention deficit disorder, so break lessons into short period and give simple tasks, activities, and spare term to process each activity for them. They also have cognitive deficits, so give them step-by-step instruction.
Second, use visual, auditory, and kinesthetic method. Mentally disabled learners learn best and respond better using good materials of activities such as songs, charts, picture cards, and dancing. Especially, using songs is good approach since it makes learners relaxed and excited. Meanwhile, be thoughtful when use dancing method in order to consider their conditions and degrees of disability.
Third, repeat lessons in a variety of ways. Mentally disabled learners have short term memory. Repetition can speed to delivery information from short term to long term.
Finally, be patient. Mentally disabled learners are slow learner. We must not push them and expect any instant output. They have some difficulties about learning, so treat them as new student and give them instructions every class. It is also crucial that we do not assume that mentally disabled learners are aware of what they have been learning. Therefore, for mentally disabled learners' learning of English vocabulary, we try to look further to search for mentally disabled learners to adopt English better and have an interest of their own learning. Thus, it is necessary for us to analyze and discover problems of ways of teaching curriculum and learning environment for mentally disabled learners.
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