scholarly journals SPELLING TEST FOR LEARNERS WITH DYSLEXIA LEARNING GERMAN AS A SECOND FOREIGN LANGUAGE

2021 ◽  
Vol 7 (2) ◽  
Author(s):  
Sofia P. Tsakalidou
Keyword(s):  
Foreign Language ◽  
Primary Education ◽  
Language Teachers ◽  
Greek Language ◽  
Foreign Language Teachers ◽  
Internal Reliability ◽  
Doctoral Research ◽  
Spelling Test ◽  
Spelling Intervention ◽  
High Degree

Spelling is a basic skill as well as means of acquiring knowledge over the school years. Moreover, it is a complex cognitive process, which can be challenging for learners with specific learning difficulties (dyslexia) in their mother language as well as when learning a foreign language. A challenge, that foreign language teachers face in everyday practice, is being able to respond to the needs of all learners within the mainstream classroom in primary education, including learners with dyslexia. Foreign language teachers need to become equipped with further knowledge and skills, so that they are able to identify these difficulties and teach learners with dyslexia more effectively in an inclusive way (Tsakalidou, Koufokotsiou, & Gaganis, in press; Tsakalidou, 2021, 2020, in press). In the present study we examined the spelling difficulties of learners with dyslexia, when learning German as a second foreign language. The aim of the study was twofold: (a) the comparative analysis of the spelling difficulties across two populations (95 learners between 10 and 11 years, twenty of who had dyslexia) and (b) the evaluation of the effectiveness of spelling intervention in respect to learners with dyslexia. In this article we will describe the Spelling Test constructed and adjusted for the doctoral research, which was undertaken in order to record the spelling difficulties that the learners with dyslexia face, when learning German as a second foreign language in primary education. This test was based on a standardized Spelling Test in the Greek language (Mouzaki, Protopapas, Sideridis, & Simos, 2010). As far as the Spelling Test, we constructed is concerned, satisfactory construct validity and internal reliability were demonstrated, as the Cronbach’s alpha coefficient was .944 and revealed a high degree of internal consistency of the instrument. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0771/a.php" alt="Hit counter" /></p>

scholarly journals Phraseologie und Fremdsprachenlernen. Zur Problematik einer angemessenen phraseodidaktischen Umsetzung

2013 ◽  
Vol 27 (2) ◽  
Author(s):  
Vida Jesenšek
Keyword(s):  
Foreign Language ◽  
Language Education ◽  
Language Teachers ◽  
Foreign Languages ◽  
Learning Material ◽  
Foreign Language Teachers ◽  
Learning Content ◽  
Compulsory Subject ◽  
High Degree ◽  
Intensive Development

In this paper the author strives for the more intensive inclusion of phraseological learning content in the teaching of foreign languages. Arguments, due to which at all levels of teaching languages should systematically provide for acquiring and respectively developing the passive and active phraseology competence, are as follow: the commonness and range of phraseological methods of expression, empirically proved acquisition of phraseological competence in the very early phase of mastering the native language and a relatively high degree of inter-language accordance of phraseological structure. In the planning of language education and the training of language teachers many consecutive changes will be necessary. Among others it will be necessary to synchronically plan teaching of the native and foreign languages, bring into force phraseology as a compulsory subject in higher education programs for the training foreign language teachers, and materially and professionally enable more intensive development of special phraseological learning material.

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