第二语言教师对阅读障碍的知识和信仰:土耳其语境
1Faculty of Education, Yıldız Technical University, Istanbul, Turkey.
概括
土耳其的第二语言教师对阅读障碍有适度的了解,正确地识别了个性化教学的需要,但对其原因有误解. 有针对性的专业发展对于改善难读学生的L2教育至关重要.
科学领域:
- 教育教育教育教育教育教育.
- 语言学的语言学.
- 心理学 心理学 心理学
背景情况:
- 阅读障碍是一种常见的基于语言的学习障碍,影响学业成功.
- 对于阅读障碍学生来说,第二语言 (L2) 获取具有独特的挑战.
- 教育者对阅读障碍的知识和信念对于有效的L2课堂包容至关重要.
研究的目的:
- 调查土耳其第二语言教师 (SLT) 关于发展性阅读障碍的知识和信仰.
- 确定SLT对阅读障碍的理解中的优点和误解.
- 为支持在L2环境中的阅读障碍学习者提供专业发展倡议的信息.
主要方法:
- 一项涉及150名土耳其SLT的定量研究.
- 使用关于发育性阅读障碍的知识和信念量表 (KBDDS) 收集数据.
- 统计分析以识别基于人口统计学知识的重大差异.
主要成果:
- 土耳其SLT表现出对阅读障碍的适度知识,有效地驳斥了关于惰或智力低下的迷思.
- 持续存在的误解包括认为阅读障碍主要源于视觉处理缺陷.
- 女教师和不到11年经验的教师表现出更高的知识水平.
结论:
- 有针对性的专业发展是必要的,以解决土耳其SLT中的特定误解.
- 在理解个性化教学方面的现有优势的基础上,可以增强对阅读障碍L2学习者的支持.
- 进一步的研究应该检查教师知识和学生在L2阅读障碍教育中的成绩之间的联系.
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