Görme Engelli Yabancı Dil Öğrencilerine Kelime Öğretimi: Küçük Ölçekli Bir Çalışma

Bu nitel çalışmanın amacı görme engelli küçük yaştaki İngilizce öğrencilerine kelime öğretimine dair detaylı bir açıklama getirmektir. Mevcut çalışmada, yabancı dil öğretmenlerinin görme engelli küçük yaştaki öğrencilere İngilizce kelimeleri nasıl öğrettikleri, bu süreçte ne tür zorluklar yaşadıkları ve bu zorluklarla başa çıkıp çıkamadıkları araştırılmıştır. Katılımcılar Türkiye’nin Adana şehrindeki bir görme engelliler ilk ve orta okulunda çalışan iki İngilizce öğretmenidir. Veri toplamak amacıyla yarı-yapılandırılmış görüşmelerden yararlanılmıştır. İçerik analizi sonuçları her iki öğretmenin de görme engelli öğrencilere kelime öğretirken en çok işitsel öğretim tekniklerini, ana dili ve bilgisayar destekli öğretim tekniklerini kullandıklarını ortaya koymuştur. Yarı yapılandırılmış görüşmeler, görme engelli küçük yaştaki öğrencilere kelime öğretirken yaşanan sıkıntılara da ışık tutmuştur. Sonuçlar imla, materyal kısıtlılığı, zaman sıkıntısı ve öğrencilerin ders çalışabilmek için başkalarına olan bağımlılığının öğretmenler tarafından deneyimlenen başlıca zorluklar olduğunu göstermiştir.

Teaching Vocabulary to Visually Impaired EFL Learners: A Small Scale Study

This qualitative study aims at providing an in-depth account of teaching vocabulary to young English as a foreign language (EFL) learners with visual impairments. The present study investigates how foreign language teachers teach English vocabulary to the visually impaired (VI) young learners, what challenges they face and whether they can cope with these challenges in this particular process. The participants are two EFL teachers working at an elementary and a middle school for blind and visually impaired students in Adana, Turkey. Semi-structured interviews have been utilized to collect data. Content analysis results revealed that both teachers most frequently utilized auditory teaching techniques, used L1 and computer assisted teaching techniques while teaching vocabulary to VI young learners. Semi-structured in-depth interviews also provided insights into the challenges faced while teaching vocabulary to VI young learners. Data showed that the orthography, material shortage, time constraints, and dependency of students on other people to study were the main difficulties experienced by both teachers.

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