Tóth József (szerk.): Nyelv, kultúra, megértés: új kutatási módszerek a humán tudományok területén
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4. Oktatás és tanulás: módszerek és kihívások
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How aware are teachers of special educational needs manifestations in foreign language learners and where does this information come from? • Claudia Molnár
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2. Literature review
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2.2. SENs and language learning

2.2. SENs and language learning

Jegyzet elhelyezéséhez, kérjük, lépj be.!

When we consider the acquisition and learning of languages (our first and subsequent languages); predominantly through repeated exposure to them, then making associations between words and sentence patterns and then being able to utilise these patterns within a functional context, an ongoing question lies: how do SENs effect this? Teachers often assess their learners’ understanding through observation and provide opportunities for learners to observe how language is used in authentic contexts, while exploring, experimenting, and making mistakes, which encourages learners to copy and use the language, through listening and repeating, etc., (Shipton, et al., 2006), thus, how much of a learning deficit are SENs during second (and subsequent) language acquisition and foreign language learning?

Jegyzet elhelyezéséhez, kérjük, lépj be.!

Despite SENs often being seen as creating barriers to successful learning, little evidence suggests that these barriers are more prominent in foreign language learning (FLL). In fact, Sparks, Ganschow, Fluharty and Little (1995) and Kormos (2017) revealed that SEN foreign language learners develop fundamental aptitude components from (increased) language learning. Gardner (1985) created an organisational chart on the influence of SEN on language learning, stating that the major influences are cognitive-related to the acquisition of knowledge, affected- referring to mood, feelings, and attitude, and being personality related. This demonstrates that the recognition and consideration of the impact of SENs on language learning, began almost half a century ago. Dörnyei (2010), then adapted the model in 2010, giving rise to highlighting this vital requirement for a stronger focus for language pedagogy, to include motivation and based the three main areas of influence as being cognitive, motivational and emotional with cognition and motivation being dynamic systems and interrelating with one another. Considering some of the emotional manifestations of ADHD, ASD and dyslexia, these are pertinent acknowledgements.
 
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