Integrated Spoken and Written English Instruction for the Hearing-Impaired Student

1983 ◽  
Vol 48 (4) ◽  
pp. 415-422 ◽  
Author(s):  
Jacquelyn F. Kelly ◽  
Robert L. Whitehead
Keyword(s):  
Oral Language ◽  
Speech Intelligibility ◽  
Language Instruction ◽  
Hearing Impaired ◽  
Control Group ◽  
Integrated Instruction ◽  
Spoken English ◽  
Oral Expression ◽  
English Instruction ◽  
Experimental Group

This study was designed to investigate the effect of integrated instruction in both spoken and written English on oral expression of hearing-impaired persons. Twenty-five hearing-impaired young adults were enrolled in English courses that focused on reading and writing skills only (control group) or on reading, writing, and complementary oral language instruction (experimental group). The experimental group demonstrated significant improvement in grammatical correctness of spoken English and in speech intelligibility, while the control group failed to demonstrate a significant improvement in these areas.

scholarly journals Effects of prosody awareness training on the intelligibility of Iranian interpreter trainees in English

2019 ◽  
Vol 8 (2) ◽  
pp. 291-309 ◽  
Author(s):  
Mahmood Yenkimaleki ◽  
Vincent J. van Heuven
Keyword(s):  
English Translation ◽  
Speech Intelligibility ◽  
Native Speakers ◽  
Theoretical Explanation ◽  
Control Group ◽  
Awareness Training ◽  
Prosodic Feature ◽  
Effect Of Treatment ◽  
Experimental Group ◽  
Speaking Skills

Abstract The present study investigates the effect of prosodic feature awareness training on the intelligibility of speech produced by Iranian interpreter trainees. Two groups of student interpreters were formed. All were native speakers of Farsi who studied English translation and interpreting at the BA level. Participants took a pretest of speaking skills before starting the program so that their speech intelligibility level was rated. The control group listened to authentic audio tracks in English and discussed their contents, watched authentic English movies, discussed issues in the movies in pairs in the classroom. The experimental group spent part of the time on theoretical explanation of, and practical exercises with, English prosody. Students then took a posttest in speaking skills so that the effect of treatment on the intelligibility of their speech could be assessed. The results show that the prosody awareness training significantly improved the students’ speech intelligibility.

scholarly journals A Cognitive Approach to the Instruction of Phrasal Verbs: Rudzka-Ostyn’s Model

2019 ◽  
Vol 5 (2) ◽  
pp. 10-25
Author(s):  
Ghuzayyil Mohammed Al-Otaibi
Keyword(s):  
Control Group ◽  
Cognitive Approach ◽  
Phrasal Verbs ◽  
Efl Learners ◽  
Spoken English ◽  
Post Test ◽  
Quasi Experimental ◽  
The Common ◽  
Mind Maps ◽  
Experimental Group

English as a Foreign Language (EFL) learners find some phrasal verbs problematic because of their idiomatic and polysemous nature. They are frequently used in spoken English and textbooks suggest an arbitrary way in teaching them. Cognitive linguists proposed that the particle plays a major role in determining the meaning of such phrasal verbs. This study investigated the effectiveness of a cognitive approach (i.e., Rudzka-Ostyn’s Model) in teaching taught and new phrasal verbs including metaphorical ones. Using a list of frequent phrasal verbs, a quasi-experimental design was used in which an experimental group was required to create mind maps of the common meanings of each particle with example phrasal verbs. The control group, on the other hand, was asked to memorize the frequent senses of the most frequent phrasal verbs along with their translations. The experimental group did not outperform the control group on the post-test. This was attributed to a number of problems such as the fact that some senses given by some particles are not outlined in Rudzka-Ostyn’s Model. Further, the analytical procedure followed by students to cognitively understand phrasal verbs should be made explicit and address the interaction between the verb and the particle. Additionally, following a cognitive approach, instructors should focus more on the particles up and out since they have many senses and contribute a lot to phrasal-verb formation.

scholarly journals The Teaching Method of Basketball Training Based on Intelligent Network Multimedia Technology

2021 ◽  
Vol 2021 ◽  
pp. 1-7
Author(s):  
Chao Han ◽  
Mei Wang ◽  
Aiping Yan
Keyword(s):  
Oral Language ◽  
Teaching Method ◽  
Control Group ◽  
Multimedia Technology ◽  
Intelligent Network ◽  
Traditional Sports ◽  
Total Proportion ◽  
Sports Skills ◽  
And Function ◽  
Experimental Group

In the traditional sports basketball teaching, people gradually find that the simple use of body language and oral language as the carrier of teaching sports skills and theoretical knowledge has certain limitations. Therefore, we begin to focus on the combination of network multimedia technology (NMT) and basketball training teaching (BTT). This article mainly studies the teaching method of basketball training based on NMT. This article expounds the concept and function of multimedia teaching, puts forward suggestions on BTT methods based on NMT, and studies the making method of multimedia basketball training (MBT) courseware. Through the questionnaire survey and experimental research, this article analyzes the influence of MBT on basketball teaching, the effectiveness of multimedia basketball students’ mastery, the evaluation results of MBT, and the evaluation of experimental group students on MBT. In this study, 100 students were selected as the experimental objects, a group of 50 people for the basic basketball action test, one group had a period of multimedia basketball teaching, and the other group still carried on according to the traditional basketball teaching method. The results show that in the experiment of MBT, the total proportion of the experimental group is 56.61% and the control group is 33.72%; the experimental group is 57.28% and the control group is 42.35%; the experimental group is 63.26% and the control group is 32.79%; and the experimental group is 70.56% and 37% in the control group.

scholarly journals The effectiveness of visual materials in teaching vocabulary to deaf students of EFL

2021 ◽  
Vol 17 (1) ◽  
pp. 628-645
Author(s):  
Fatma Gülengül Birinci ◽  
Arif Sariçoban
Keyword(s):  
Sign Language ◽  
Language Instruction ◽  
T Test ◽  
Control Group ◽  
Deaf Students ◽  
Paired Samples ◽  
Post Test ◽  
Visual Materials ◽  
The Impact ◽  
Experimental Group

This study aims to investigate the effectiveness of using visual materials in teaching vocabulary to deaf students of EFL. For this purpose, 80 deaf students from a state special education vocational high school in Turkey contributed to this study. All students had first English classes in their lives and they are at the starter level of English, thus pre-test for their English proficiency was not given. The students were randomly divided into two groups to form the experimental group and the control group. 10 vocabulary items per week were taught to the students, and 50 target vocabulary items in total were taught during the whole study. To the experimental group, the vocabulary items were taught via visual materials together with the sign language. The control group was not presented with any visual items during the teaching process of the experiment, only sign language instruction was used for them. After the treatment, a vocabulary test was given to each group as an immediate post-test to measure the impact on learning. Six weeks after the immediate tests, delayed post-test was given to the groups to test long term retention. The results of the two post-tests were analyzed through Independent Samples t-test and Paired Samples t-test calculations to investigate the effectiveness of visual materials. According to the results of the study, visual materials were found to be more effective than using only the sign language that does not contain any visual items in teaching vocabulary items to deaf learners who learn English as a foreign language.

scholarly journals The Effect of Using a Language Games-Based Electronic Program on Acquiring Oral Expression Skills among People with Learning Difficulties in English Language during Covid-19 Pandemic

MANAZHIM ◽  
2021 ◽  
Vol 3 (2) ◽  
pp. 136-150
Author(s):  
Mohmmad Khasawneh
Keyword(s):  
Training Program ◽  
English Language ◽  
Experimental Approach ◽  
Learning Difficulties ◽  
Control Group ◽  
Language Games ◽  
Expressive Performance ◽  
Oral Expression ◽  
And Control ◽  
Experimental Group

The purpose of this study was to identify the effect of using a language games-based electronic program on developing the oral expressions of people with learning difficulties in the English language during the emerging Covid-19 pandemic. The study used the experimental approach and implemented the program on a sample of 84 students, who were distributed to an experimental group (42) and a control group (42). The instruments of the study consisted of the training program and a test for the evaluation of oral expressive performance. The study found the existence of significant differences between the experimental and control groups in the acquisition of oral expression after receiving the training program in favor of the experimental group.

scholarly journals Development of self compassion of hearing impaired students with the activities based on works of artİşitme engelli öğrencilerin öz duyarlıklarının sanat yapıtlarına dayalı etkinlikler ile geliştirilmesi

2018 ◽  
Vol 15 (1) ◽  
pp. 293
Author(s):  
Berfin Ural ◽  
Ayşe Çakır İlhan
Keyword(s):  
Hearing Impaired ◽  
The Self ◽  
Control Group ◽  
Group Model ◽  
Self Compassion ◽  
Works Of Art ◽  
Post Test ◽  
Compassion Scale ◽  
Experimental Group ◽  
Hearing Impaired Students

This study was conducted in order to develop the self-compassion of hearing impaired students via activities organized with works of art. 24 students in total who study at 9th, 10th and 11th classes of Private Education Public Vocational High School in Altındağ, Ankara which is under the body of the Ministry of National Education participated in the study. 8 week 90 minutes activity program was applied. In order to measure the self-compassion of the students “Self-compassion Scale for Hearing Impaired” was developed. “Self-compassion Scale for Hearing Impaired” and “Personal Information Form” (pre-test) were applied to experimental and control group after the activities of the experimental group finished (post-test), one month after the study was completed (follow-up test). In this study, pre-test and post-test control group model which is one of the real experiment models was used. The relation between self-compassion was examined in accordance with the study aims. It was determined as a result of the study that self-compassion of the students in the experimental group was improved.  It was specified as a result of the analysis that self-compassion development was in favour of the experimental group. Extended English summary is in the end of Full Text PDF (TURKISH) file. ÖzetBu çalışma, işitme engelli öğrencilerin sanat yapıtları ile düzenlenmiş etkinlikler yolu ile öz duyarlıklarını geliştirmek amacıyla yapılmıştır. Çalışmaya Ankara Altındağ Kemal Yurtbilir Özel Eğitim Meslek Lisesi’nde 9., 10. ve 11. sınıflara devam eden toplam 24 öğrenci katılmıştır. Çalışmaya 15-21 yaş arası işitme engelli gençler katılmıştır. 8 haftalık 90 dakikalık etkinlik programı uygulanmıştır. Öğrencilerin öz duyarlıklarını ölçmek için “İşitme Engelliler İçin öz Duyarlık Ölçeği” geliştirilmiştir.  “İşitme Engelliler İçin Öz Duyarlık Ölçeği” ve “Kişisel Bilgi Formu” (ön-test), deney grubunun uygulamaları bittikten sonra (son test), çalışma tamamlandıktan bir ay sonra deney ve kontrol grubuna (izleme testi) uygulanmıştır. Bu çalışmada gerçek deneme modellerinden birisi olan öntest ve sontest kontrol gruplu model kullanılmıştır. Araştırma amaçları doğrultusunda öz duyarlık arasındaki ilişki incelenmiştir. Araştırma sonucunda deney grubunda ki öğrencilerinin öz duyarlık düzeyinin gelişmiş olduğu saptanmıştır. Yapılan analizler sonucunda öz duyarlık gelişimi deney grubu lehine olumlu olarak geliştiği tespit edilmiştir.

scholarly journals Effects of Eight Week Plyometric Study on the Balance Performance of Hearing Impaired Athletes

2018 ◽  
Vol 11 (6) ◽  
pp. 1 ◽  
Author(s):  
Ersin Nacaroglu ◽  
Onder Karakoc
Keyword(s):  
Hearing Impaired ◽  
Control Group ◽  
Plyometric Training ◽  
Mean Values ◽  
Overall Stability ◽  
Post Test ◽  
The Mean ◽  
And Control ◽  
Experimental Group ◽  
Anterior Posterior

This is an experimental study and it was aimed to identify the effects of 8-week plyometric training of hearing-impaired athletes on balance. 24 Male hearing-impaired volleyball players participated in the study. Random method was used when experimental and control groups were identified. Subjects used in the study were divided into two groups as experiment (12 male age = 19.08 ± 1.62) and control group (12 male age = 17.75 ± 1.28). 3 days/90 min. volleyball training programme was applied for two groups per week.For the experimental group, plyometric training was applied after warming before the volleyball training sessions. The control group continued their regular volleyball training. Statistical results were evaluated at 95% confidence interval and p <0.05 significance level. Because the pre-test and post-test measurements of the groups were normal and homogeneous distribution, the Paired Samples T-Test was applied for the significance between them. To analyze the differences between the experimental group and control group, Independent Samples T-test was used.As a result of the plyometric exercises, the mean values of the pre-test and post-test differences of the static balance measurement parameters for the experimental and control groups were found to be significant in the values of overall stability R, medial lateral R, and overall stability L values (p <0.05). But, in the mean values, there was no significance of anterior posterior R., anterior posterior L. and medial lateral L. mean (p> 0.05).Consequently, it can be said that plyometric exercises have a positive effect especially on static balances of hearing-impaired volleyball players.

scholarly journals ESL Learners' Enhancement of Standard English Accent Among Khotimul Quran of A Primary School Students in Malaysia

2020 ◽  
Vol 5 (1) ◽  
pp. 100-108
Author(s):  
Nurul Atasha Binti Mohd Nordin ◽  
Kamariah Binti Yunus
Keyword(s):  
Primary School ◽  
English Language ◽  
Group Discussion ◽  
Structured Interview ◽  
Control Group ◽  
Standard English ◽  
Primary School Students ◽  
School Students ◽  
Spoken English ◽  
Experimental Group

CEFR (Common European Framework of Reference for Languages) is a new syllabus for English language subject of Malaysia primary school students. However, none of pronunciation elements involve the stress, rhythm and intonation have been emphasized to accomplish Standard English Accent. The issue is that, Malaysian primary school students do not apply correct stress and intonation while speaking and reading Standard English. Therefore, this study aims to identify the use of stress, rhythm and intonation applied in their spoken English words by both groups. The researcher had choose 15 Khotimul Quran students as the experimental group, whose background had complete reciting Quran for the whole 30 Juz and 15 common students as the control group from Sekolah Kebangsaan Pusat Air Tawar, Johor as the unit of analysis. The researcher uses semi-structured interview, observation and focus group discussion to triangulate the data. Pilot data analysis of the responses had shown a strong correlation between speaking Standard accent with correct stress, rhythm and intonation among the Khotimul Quran. Based on this results, the researcher expects the experimental group those who have Quranic-phonological background achieves higher percentages of accurateness of speaking Standard English accent compares to the control group.

scholarly journals PENGARUH AUDITORY VISUAL THERAPY (AVT) TERHADAP PERKEMBANGAN BAHASA ANAK GANGGUAN PENDENGARAN USIA SEKOLAH (6-12 TAHUN) DI SLB DAERAH ISTIMEWA YOGYAKARTA

2018 ◽  
Vol 2 (1) ◽  
pp. 18
Author(s):  
Ketut Mendri ◽  
Atik Badi'ah
Keyword(s):  
Language Development ◽  
Speech Development ◽  
Hearing Impaired ◽  
Deaf Children ◽  
Control Group ◽  
School Age ◽  
Control Group Design ◽  
Post Test ◽  
Experimental Group ◽  
Special Region

ABSTRAKLatar Belakang : Gangguan pendengaran yang terjadi pada anak perlu untuk dilakukan deteksi seawal mungkin mengingat peranan pendengaran dalam proses perkembangan bicara sangatlah penting. Fungsi pendengaran dan juga perkembangan bicara sudah termasuk ke dalam program evaluasi perkembangan anak secara umum yang biasa dilakukan mulai dari tingkatan Posyandu oleh profesi di bidang kesehatan khususnya profesi perawat. Perkembangan bahasa anak tunarungu pada awalnya tidak berbeda dengan perkembangan bahasa anak normal karena bahasa sangat dipengaruhi oleh pendengarannya sehingga perkembangannya terhambat.Pada awalnya perkembangan bahasa anak tuna rungu tidak berbeda dengan anak normal, pada usia awal bayi akan menangis jika lapar, haus, buang air besar, buang air kecil, atau sakit. Tujuan : Diketahuinya pengaruh Auditory Visual Therapy (AVT) terhadap perkembangan bahasa anak gangguan pendengaran usia sekolah (6-12 Tahun) di SLB Daerah Istimewa Yogyakarta (DIY). Metode : Jenis penelitianQuasi eksperiment dengan rancangan“Pre test Post test with Control Group Design“. Rancangan ini ada kelompok pembanding (kontrol), observasi dilakukan dua kali. Observasi pertama untuk mengetahui perkembangan bahasa anak gangguan pendengaran usia sekolah (6-12 tahun) sebelum diberikan Auditory Visual Therapy (AVT) dan observasi kedua sesudah diberikan Auditory Visual Therapy (AVT). Pengambilan sampel dilakukan secara purposive sampling dengan kriteria anak gangguan pendengaran usia sekolah (6-12 tahun) di SLB Daerah Istimewa Yogyakarta (DIY). Data hasil pemeriksaan dianalisis secara diskriptif  dan secara analitik dengan bantuan program SPSS for windows versi 16.0 menggunakan uji pair t-test, wilcoxon, mann whitney dan uji beda delta dengan taraf signifikan 0,05.  Hasil : Perkembangan bahasa anak dengan gangguan pendengaran pada kelompok eksperimen kategori kurang dan pada kelompok kontrol kategori kurang. Nilaipre test dan post test dengan p (sig) 0,000 < 0,05 berarti ada perbedaan antara pre test dan post test pada kelompok eksperimen. Nilaipre test dan post test dengan p (sig) 0,001 < 0,05 berarti ada perbedaan antara kelompok eksperimen pre test dan post test. Hasil uji beda delta pada kelompok eksperimen dan kontrol p (sig), 0,05. Kesimpulan : Ada peningkatan pengaruh pemberian Auditory Visual Therapy (AVT) Terhadap Perkembangan Bahasa Anak Gangguan Pendengaran Usia Sekolah (6-12 Tahun) di SLB Daerah Istimewa Yogyakarta (DIY) dengan nilai p (sig)< 0,05 berarti Ha diterima dan Ho ditolak.Kata Kunci : Auditory Visual Therapy (AVT), perkembangan bahasa, anak gangguan pendengaran, usia sekolahABSTRACTBackground : Hearing loss that occurs in children needs to be done as early as possible in view of the role of detection of hearing the speech development process is very important. Hearing and speech development is already included in the evaluation program of child development in general is usually done from IHC levels by profession in the field of health, especially in the nursing profession. Language development of deaf children at first no different from normal children's language development because the language is strongly influenced by his hearing so that its development is hampered. At first the language development of deaf children are no different from normal children, at an early age the baby will cry when hungry, thirsty, defecation, urination or pain. Objective : Knowing the influence of Auditory Visual Therapy ( AVT ) on the development of hearing impaired children's language school age ( 6-12 years ) in SLB Special Region of Yogyakarta (DIY). Method: Quasi experiment with the draft "Pre test Post test with Control Group Design". This design is no comparison group (control), observations made twice. The first observation to determine the child's language development of hearing impaired school age (6-12 years) before being given Auditory Visual Therapy (AVT) and a second observation post given Auditory Visual Therapy (AVT). Sampling was done by purposive sampling with criteria for hearing impaired children of school age (6-12 years) in SLB Special Region of Yogyakarta (DIY). Data examination results were analyzed descriptively and analytically with SPSS for Windows version 16.0 using test pair t -test, Wilcoxon, Mann Whitney and different test deltawith significance level of 0,05.Results : The development of children's language with a hearing loss in the experimental group category is less and less in the control group category. Value pre-test and post- test with p (sig) 0,000 < 0.05 means there is a difference between pre-test and post-test in the experimental group. Value pre-test and post- test with p (sig) 0,001 < 0,05 means that there is a difference between the experimental group pre-test and post test. Different test results delta in the experimental group and control p ( sig)  0,05. Conclusion :There is an increasing influence of Auditory Visual Therapy (AVT) On Language Development Hearing Impaired School-Age Children (6-12 Years) in SLB Special Region of Yogyakarta (DIY), with p (sig) <0,05 means that Ha accepted and Ho rejected.Keywords :Auditory Visual Therapy (AVT), language development, hearing impaired children, school age

scholarly journals The effects of written input on young EFL learners’ oral output

2014 ◽  
Vol 12 ◽  
pp. 7
Author(s):  
Mónica Amores Sánchez ◽  
Elisabet Pladevall Ballester
Keyword(s):  
Oral Language ◽  
Oral Proficiency ◽  
Written Language ◽  
Control Group ◽  
Oral Production ◽  
Young Learners ◽  
Oral Test ◽  
Group Data ◽  
Write To Learn ◽  
Experimental Group

The present paper explores whether the incentive of written input affects oral language development of young learners of English in a minimal input situation. After an eight-week instruction period with both written and oral input in the experimental group and just oral input in the control group, data were obtained by means of an oral test consisting of question and answer, picture description and L1 translation tasks. The effects on the learners’ oral output were measured with respect to the number of target words, semanticpragmatic appropriateness, syntactic acceptability and L1 translation. The experimental group shows higher scores in all variables tested and a number of significant differences emerge with respect to the control group. These results are in line with studies conducted with other learner populations which suggest that students should write to learn and indicate that young learners’ oral proficiency is benefitted from integrating written language with oral production.

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