Hearing Impaired LLS

The Importance Of Knowledge In Learning Strategies

To The Success In Language Learning Of The Hearing Impaired.

Have we as language teachers ever wonder why students differ in their language learning

performance even though they receive the same input? It is believed that one of the important

factors causing such individual difference is the use of learning strategies as stated in Liao

(1996:1) who distinguishes the following cognitive factors of second language acquisition: (1)

intelligence, (2) aptitude, and (3) language learning strategies. Lujan-Ortega (2000) proposes (1)

age, (2) aptitude/intelligence, (3) motivation, (4) learning/cognitive style, and (5) personality.

Skehan (2002) argues that in literature four main areas are emphasised when considering

individual differences in second and foreign language learning: (1) language aptitude, (2)

learning style, (3) motivation, and (4) learning strategies. Extensive research on language

learning strategies has been done over a period of forty years by researchers from the linguistic,

educational and psychological fields, especially with English ESL/EFL learners. The importance

of knowledge in learning strategies to the success in language learning, especially in second

language learning of the hearing impaired students has also been widely recognized.

As for the hearing impaired students, the sign language is the first language for them. The

knowledge of sign language in all its aspect can help especially the language teachers to find the

best approaches in enhancing the teaching of the second language. It will also benefit the

students if the language teachers can identify the individual differences. By determining the

language learning strategies of the hearíng impaired students the English teacher can enhance his

or her teaching method and this is very important for the students as well. Teaching the hearing

impaired is a challenging tasks and the right and suitable methods are very crucial.

Communicating with them in the classroom is very important . Hearing has the most significant

role in speech development and in the process of communication. When dealing with this

hearing impaired where hearing is hard or sometimes impossible, the right way of

communicating with them will improve the teaching and learning process.

It is important for teachers to know the strategy use of their students. With the emphasis being

shifted to a more learner-centered approach in language teaching in recent decades, it is essential

to understand what is going on in the students’ learning process. Research shows that efficient

language learners do use strategies, while less successful learners may choose an inefficient

strategy or may be unaware of the need to use a strategy (Wenden 1991). Knowing the students’

current strategy use is the first step to develop effective strategy instruction. By doing so,

teachers not only get a better picture of the learning of their students, but they can also design the

teaching materials that suits their students’ needs better.

It has also been realized that by providing strategy training, teachers can help students to

develop strategies to facilitate their learning. It is believed that ‘conscious’ skill in self-directed

learning and in strategy use must be chieved through training (Oxford 1990 p.201). This is

especially necessary and important for second and foreign language learning. Learning must be

self-directed if competence in communication is to be achieved. As mentioned by Oxford

(1990), the general goals of strategy training are to help make language learning more

meaningful, to encourage a collaborative spirit between learner and teacher, to learn about

options for language learning, and to learn and practise strategies that facilitate self-reliance .

Research shows that learners who receive strategy training generally learn better than those who

do not (Oxford 1990).

Also important in the learner-centered approach is students’ learning style. There has been a lot

of research on learning styles. Much has also been discussed on the factors that contribute to the

dominant learning style of an individual. It is important for teachers to know the learning styles

of their students because teaching may be much more effective if it matches with the learning

preference (in the sensory, cognitive and personality aspects) of the students. It is also believed

that learning styles and learning strategies are closely related.

Learning style affects the learning strategies applied by the learner. And by extending the

strategies beyond a particular learning style, teachers may help learners extend their learning

potentials. Brown (1987) once suggested that ‘The burden on the teacher is to understand the

preferred styles of each learner and to sow the seeds of flexibility in the learner’ (p.88). These

two elements interact with one another and affect the learning of an individual. Despite the

recognition of the importance of learning strategies and styles, research has yet to be done on

understanding different kinds of learning strategies, on the effectiveness of different kinds of

training, and on the relationship between the learning style of the learners and the most

appropriate kinds of strategy training.

Most studies have found that the use of appropriate language learning strategies leads to

improved proficiency and achievement overall or in specific skills (O’Malley & Chamot, 1990;

Wenden & Rubin, 1987) and successful language learners generally used more learning

strategies than poor learners (Oxford 1990; Rubin, 1975).

As for the training itself, various suggestions have been made on the implementation of the

training. For example, Oxford has suggested that there should be completely informed training,

which is explicit about its purpose and about the value or significance of the expected results

(Oxford et al., 1990). Wenden (1991) also suggested that when giving strategy training,

students should be provided with authentic contexts for strategy use and the training should be

made interactive. It was also suggested that the training should deal with students’ motivation

and it should be implemented within the language curriculum. That is, strategy training

should not be done separately from teaching.

There is no agreement on the meaning of the term ‘strategy’, for example, Schmeck (1988)

distinguished strategy which is a general plan or approach from tactics which are specific

activities. Cohen (1998) points out that strategies range from more general to more specific,

resulting in different terms such as ‘strategy’, ‘technique’, ‘tactic’ and ‘move’. He has suggested

a solution: ‘all of these terms would be referred to simply as strategies, while still acknowledging

that there is a continuum from the broadest categories to the most specific or low-level’ (p.10).

Oxford (1990) defines strategy as ‘the characteristics we want to stimulate in students to enable

them to become more proficient language learners’ (p.ix).

Based on the six types of strategies, Oxford (1989) developed the SILL (Strategy Inventory for

Language Learning) to assess learners’ strategy use. This questionnaire surveys the learning

strategies that participants perceive themselves as using. Many of the recent studies on language

learning strategies employed the SILL to measure the frequency of strategy use by foreign

language learners (e.g. Ehrman & Oxford, 1989; Oxford & Nyikos, 1989) and by ESL or EFL

students (e.g. Green, 1991; Oxford, Talbot, & Halleck, 1990; Philips, 1991; Wharton 2000). A

number of researchers have used the SILL to investigate the use of learning strategies by

university students (Yang 1992; Klassen 1994 ; Sy 1994; Goh & Kwah 1997; Huang 2002). It

has been found to be a reliable and valid instrument for measuring strategy use.

The relationship between learning strategy and learning style is close. They are different but

complementary. They are ‘linked to one another, but they are not the same thing’ (Christison

2003, p.268). Learning style refers to “.an individual’s natural habitual, and preferred ways of

absorbing, processing, and retaining new information and skills” (Kinsella 1995, p.171). A more

detailed definition is :Learning Style is the composite of characteristic cognitive, affective, and

physiological factors that serve as relatively stable indicators of how a learner perceives,

interacts with, and responds to the learning environment. It is demonstrated in that pattern of

behaviour and performance by which an individual approaches educational experiences (Keefe

1988, p.3).

According to Christison (2003), learning styles and strategies are closely related; therefore, it is

important to find ways to link these two concepts . As Christison puts it, learning styles stem

from the learners themselves - their preferred ways of perceiving and processing information.

Learning strategies stem from the tasks . In short, it is believed that learning strategy is affected

by learning style.

It is important for both learners and teachers to be aware of the learning strategies the learners

are using. According to Willing (1993), the reason for identifying existing learner strategies

is to ‘capitalize on those strategies which the learner already uses…. Understanding existing

strategies is equally important for suggesting refinements or extensions’. Also, once the

learner is aware of the strategies being used, then the ‘remaining aspects of learner strategy

training would not be greatly different from normal “content” activities’ (p.92). This could

facilitate strategy training. Moreover, if a strategy has been isolated and identified, it then

becomes possible for the teacher to teach that strategy. This allows learners ‘to use the

strategies in their own processes of learning outside formally organized classes and thus allows

effective use of teaching time’ (p.86).

In the review by Zhang (2003), it has been suggested that LLS research into Chinese EFL

learners has been limited. He suggests that more research in the effectiveness of strategy

training and the relationship between strategy training and styles should be done. Learning

style preferences and strategy use are not well linked in research studies on Chinese EFL

language learning strategies.

Also, even for research that focuses on Chinese learners, most of them mainly study the

learning strategies of learners at tertiary education level. Not much has been done on the

strategy use of learners from secondary school level. This is worth exploring because we

need to know the effect of learning strategy training on secondary students

Zhang (2003) also suggests that further research is needed to see what kind of strategies would

benefit less successful learners the most. There has been some research on this line on

Chinese EFL learners, although scholars in the field have been rather concerned about

pedagogical effects of strategy training (Cohen 1998; Nunan 1997; Rubin 1987; Wenden 1991)

In the Hong Kong context, a study with Hong Kong secondary students found that belief in

learning strategy is related to its use, which in turn, is correlated to language proficiency (Fan

1999). Another study finds that teachers generally have positive attitudes towards learning

strategies, but they do not always develop students’ strategies in their teaching, either because

of inadequate classroom time available to deliver strategy instruction, or their tendency to

follow the textbooks which contain no learner training (Gardner & Yuen 2000). In another

study, F.6 students in Hong Kong were given strategy training on group discussions. The

students made more attempts to seek clarification and to clarify themselves in the post-training

discussion task than in the pre-training task. However, they also showed more incidents of

ineffective than effective use of these strategies in the post-training discussion. Despite the

inconclusive results, the researchers believed the results tended to support the value of strategy

training (Lam & Wong 2000)

It has also been found that teachers’ perception of students’ use of strategy does not match 20

students’ actual use of strategy (Griffith & Parr 2001). This seems to suggest that while

teachers generally acknowledge the value of strategies in language learning, they don’t know

their students’ strategy use and they don’t implement much strategy training with their

students.

Learning style is even less studied than learning strategy. Apart from the study mentioned

above by Biggs (1992), in one study by Carless (1999), individual difference of primary

students in Hong Kong was studied and recommendations on teaching strategies to cater for

individual differences were made. However, there has not been much research on the

measurement and influence of learning styles.

In summary, research has shown inconclusive results in the effectiveness of strategy training,

though its value is generally recognized. When it comes to Chinese EFL/ESL learners, there

is even less research on strategy training and on learning style. Among these kinds of

research, the focus was mainly on learning achievement and its relationship with strategy use

or learning style. There is not much research on the effectiveness of strategy training and its

relationship with learning styles. Also, generalization of the results is limited due to a lack of

standardized instruments and research methods. Research on strategy training and learning

styles on Hong Kong Secondary learners is even more limited. While research in local

secondary school contexts show recognition of the importance of learning strategies, not much

is done on the effectiveness of strategy training. Even if there is such kind of research, the

results are inconclusive. In view of the limited amount of research on strategy training and

learning styles in the secondary school context, and the value of strategy training for learners,

further exploration of the effectiveness of strategy training and its relationship with learning

styles should be worthwhile. This study focuses on the learning strategies and styles of

Chinese students at secondary level in Hong Kong.

Based on the results of the first SILL (pre-intervention), a few items were chosen to be

included in the training. The criteria for choosing the items for training included the average

scores of the items in the first SILL, the feasibility of training the strategies in the class and the

period of time for the training.

The training was in the form of homework and worksheets in the class. The worksheets were

designed in such a way that the strategies chosen could be trained (Appendix V)

At the beginning of the study, students were asked to do the SILL and Willing’s questionnaire

so as to collect information about their use of strategies and learning styles respectively.

Based on the SILL results, a number of strategies were identified to be used least by the

students. Among these strategies, five were chosen to be the topics for training. They were

items 8 (Part A: ‘I review English lessons often.’), 20 (Part B: ‘I try to find patterns in

English.’), 23 (Part B: ‘I make summaries of information that I hear or read in English.’), 28

(Part C: ‘I try to guess what the other person will say next in English.’) and 36 (Part D: ‘I look

for opportunities to read as much as possible in English.’).

Discovering students’ strategies is essential and valuable.

The study reveals that students’ use of learning strategies was limited and just at around

the medium level (an average level of 2.615 out of 5), which might be a factor for their

lower achievement. It is important for teachers to find out what their students are

thinking and doing in their English study. In the Hong Kong context, teachers seldom

find it important and necessary to collect information about students’ strategy use.

However, this information may be helpful to curricular design. Also, for successful

strategy instruction, the first step is to assess students’ strategy use.

Yang (1995) suggested interviewing students, using systematic assessment, asking

students to write learning diaries etc. The collected information can be useful for

planning the next step for instructions. In this study, the SILL was used as an instrument

for measuring students’ strategy use. It was found to be user-friendly, reliable and it provided a

standardized way for collecting information in strategy use. However, as

suggested by Zhang (2003), cultural influence may not have been considered in the SILL.

A questionnaire which is suitable for Chinese ESL/EFL may yet be designed for further

strategy research.

Certain strategies can be further developed.

This study showed that social and affective strategies were among the least frequently

used strategies. This might imply that students had not fully exploited the range of the

strategies listed in the SILL. Teachers could provide special training on these strategies

for students.

Training in affective strategies, for example, is important. As indicated above, affective

strategies have to do with a person’s emotion and beliefs. One area in which affective

strategies may have an influence is a learner’s self-perception of ability to solve a problem.

According to Hagen et al (1982), an individual’s judgment of his or her own competence

can affect the actual performance on school-related tasks. The results of this study may

imply that the students’ self-esteem is not high and there is much room for the development of

students’ affective strategies.

Social strategies are also important since language itself is already a social behaviour.

One type of social strategy is cooperative learning. It has been shown that cooperative

learning can lead to positive consequences such as ‘higher self-esteem, increased confidence and

enjoyment, greater and more rapid achievement, stronger language learning motivation and

greater use of different language functions’ (Oxford 1990 p.146).

Promoting a cooperative learning environment in Hong Kong may not be easy due to the

large class size and the competitive nature of the education system, but encouraging the

use of social strategies will definitely be beneficial to the students.

In fact, students in this study did not use the cognitive and metacognitive strategies much

either. It may be worth investigating the reasons for such a low level use of the strategies.

It might be because they did not know how to apply these strategies. As shown in the

interview, students found the strategy training ‘new’, they had not come across this kind

of training before. Even if they had received some strategy training before, it was not

delivered in such a systematic and thorough way that made the students aware of it

Students’ level of strategy use should be raised.

It should also be noted that students on the whole did not use learning strategies very

frequently. The reported use was mainly in the medium range. Learners would

therefore benefit greatly from training in the use of all learning strategies. Teachers will

also need to offer their students a lot of guidance in order to help them experiment with

these new strategies and decide on the types of strategies that most suit them, since most

strategies are new and unnatural to them.

Factors that affect students’ strategy use should be investigated.

More research may be needed to understand students’ selection of strategies within each

major group of strategies, and to help identify those strategies that could enhance

language learning but which are not fully exploited by students due to a number of factors.

In this study, it could be found that individual students varied quite a lot in their level of

strategy use, even though they had been screened before they were assigned in the same

class. As shown in many studies, the choice of strategies is affected by many factors,

such as level of proficiency and sex (Goh & Kwah 1997). Individual differences should

be addressed by teachers when making curricular design. It may be worthwhile looking

into the factors that play a role in the students’ choice of strategy use.

Study in the strategy use of junior secondary students may be fruitful.

This study only looked at the strategy use of Form 4 students; it may be worth looking at

the strategy use of junior secondary students. As mentioned by the students, they had

not come across such strategy training before. Should they have received some training

in their junior secondary English class, they might have achieved better performance in

English now. So far, not much research has been done on the strategy use of junior

secondary students. Moreover, it would be valuable to look at their strategy use since it

could help the planning of the strategy training to secondary students. On the one hand,

it may be worthwhile looking at the most appropriate time for implementing strategy

training. On the other hand, the earlier strategy training is planned in the secondary

curriculum, the better for the students in their language learning

Authentic materials should be used for the training.

The ineffectiveness of certain parts of the training may be due to the lack of an authentic

context for strategy use. Wenden (1991) has recommended strategy training be

‘contextualized’. English teachers should try to integrate learning strategy training into

regular classroom activities. For the present study, the researcher designed some of the

materials using authentic materials such as newspaper and product wrapping paper.

However, the activities were limited to mainly reading and writing, but not listening and

speaking. As mentioned by the students, many of them liked communicating with the

teacher through the journal, which could be an authentic way of using English, and a more

interesting way for practice. More effort should thus be put into developing authentic

materials for strategy training

Use of journal should be encouraged.

As said above, students generally liked communicating with the teacher through the

journal. It could be considered an authentic way of language learning. Also, the

journal was taken as a tool for revision and note-taking, making learning more systematic.

Moreover, as mentioned by some students, the journal allowed them to practice writing

English in a less stressful way, compared with composition and newspaper cuttings.

Students tended to have a positive attitude towards the journal, which was important for

language learning. The journal also encouraged students to look for vocabulary to

express their ideas, which made the students take a more active role in learning English

and which may help raise students’ learning autonomy.

As for the content of the journal, some students suggested requesting students to add some

examples to the grammar items or vocabulary they have learned, so that the teacher can

check whether the students know how to apply their knowledge accurately. It might be a

good idea to negotiate with students on what is to be included in the journal. This not

only helps to achieve the best use of the journal, but is also a good way to help further

promote learning autonomy. Also, the use of the journal can further be explored. For

example, Oxford (1990) suggests teachers use diaries as a stimulus to class discussions of

strategy use.

Integrating strategy training into content-based teaching can be more effective and

interesting.

As indicated above, it is important to develop ways to deliver the training more effectively

and in an interesting way. One way of achieving this is to implement

strategies-and-beliefs components within the language curriculum. It is important to

combine strategy training with the communicative approach of language teaching (Yang

1995). As recommended by several researchers (e.g. Chamot & Kupper, 1989; Oxford

1990; Rubin, 1987), strategy training is best integrated into content-based language

classes by language teachers on a daily or regular basis. Also, it is believed that the

present study was too short for some of the training to take effect. Hence, to obtain the

optimal results, it may be useful for the teacher to implement strategy training over a

period of time and in combination with general language teaching

Students’ learning styles should be considered.

In view of the differences in the changes in strategy use among the 4 style groups,

teachers should consider the learning styles of the students when designing appropriate

strategy training. It is valuable and important for teachers to be more aware of the

learning style of the students. Once the teachers are aware of the dominant learning style

of their students, they may be able to design more balanced and comprehensive teaching

activities that best suit the learning preference of their students

Strategy training should be integrated into the English curriculum.

It is reasonable to conclude from this study that learning strategies are teachable, and

students were positive about the value of strategy training. This implies that more effort

should be put into investigating the feasibility of integrating strategy training into the

English curriculum, which has been ignored in the teaching of English in Hong Kong until

recently (see the Consultation Document by the CDC, 2000). It may also be useful to

compile a more systematic and comprehensive plan to implement strategy training in the

junior and senior English language curricula so that a more effective and learner-centered

training scheme could be developed across the entire Secondary curriculum

Paul Procter defines imagination as “ability to form mental pictures or ideas“

He also points out that a visual imagination usually reaches the highest level, especially

with regards to details. It is based on the own experience with observed real concrete

things. Imagination in the area of the spoken and consequently, written language

is problematic. While reading the hearing impaired children can understand the text in

their specific way, which may not correspond with the real meaning. Hrubý mentions an

English psychologist Conrad and his experience with reading comprehension of the deaf

children. The results of Conrad‟s research showed that amount of known vocabulary

does not play any significant role in understanding the written text. On the one hand, he

admits there are deaf children with rich vocabulary, on the other hand, when reading,

they understand each word but separately. Unfortunately, they mostly fail to understand

the whole meaning of the text. (1999:82)

Memory

According to Corsini & Aurbach memory is usually thought of as “a faculty or a

capacity by which past experiences can be brought up, thought about, or described at

the present time.“ (521)

Visual memory of the deaf is dominant in their life without an ability to hear.

Typically, they remember striking things better than others.

Verbal memory is often retarded. At the time the hearing children are learning

grammar consequences, the hearing impaired, (owing to the late diagnosis of their

impairment) learn their first words, which has an implication also on their

understanding and correct using grammar rules.

Motor memory is highly developed. The hearing impaired naturally express

themselves by motion. (Štefanovič 1987).

The total communication approach, which is sometimes called the simultaneous or

combined method, combines finger spelling (see Appendix No 1, 2), signs, speech or lip

reading, speech and auditory amplification. The Conference of Executives of American

Schools for the Deaf in 1976 defined Total Communication as a philosophy requiring

the incorporation of appropriate aural, manual, and oral modes of communication in

order to ensure effective communication with and among hearing impaired persons“

(Kirk & Gallagher 328). The term “total communication“ was used for the first time by

a deaf teacher Roy Holcomb from California. (Freeman, Carbin, Boese 156)

The hearing specialists and teachers of the hearing impaired clarify the total

communication as a complex and open system of means of communication for reaching

the optimal speech development, thinking and education. The main aim of this method

is to help, and moreover, to make easy a demanding communicative situation while

learning verbally formulated knowledge and new concepts. (Sbornik

That‟s why identifying the modes in which students learn best becomes useful in

two ways – first, in helping students understand and become aware of how they

themselves learn and study best and second, in helping teachers achieve a more holistic

approach to selecting and designing teaching strategies, lessons, and activities that

maximaze student learning and understanding

P. Adey et al. deals with Learning skills. They can be seen as heterogenous actions

or techniques that are employed by a learner in a specific situation to remember a

particular bit of information. Such techniques might include the use of mnemonics or

continuous repetition of numbers or text. Learning skills tend to be more flexible and

have greater variety than cognitive or learning style, since there can be many different

practices utilised to learn specific concepts, either on advice from a teacher or from the

students themselves. (“Learning Styles and Strategies “1999) Mariani foregrounds the

following points: Firstly, “learning strategies belong to the learner, secondly “there are

no good strategies because people need to discover their own“ and finally, “we need

task that prompts the use strategies“ (“Learning strategies“ 2002) Moreover, learning

strategies can be seen as an intermediary between learning style and learning skill

Mariani points out that: “A person‟s style affects the kinds of Learning strategies

that he or she will use-in other words, if you tend to prefer certain strategies on a rather

permanent basis, this means that you are probably using a particular learning style.“

(Investigating Learning Styles 1996) Cassidy (2003) is an author, who deals with an

interesting theory of “motherboard or software“ when writes about strategy or style

correlation. Consequently, he understands the style as a constant feature that is “hardwired“ into

a student‟s cognition. Summerville (1999) considers the cognitive style to be

a “psychological construct which relates to the ways in which individuals process

information, usually with sub-divisions into such categories as field-dependence or

independence and reflexivity or impulsivity.“ (“Role of Awareness of Cognitive Style“

1999)) Additionally, Cassidy thinks, the cognitive style is sometimes regarded as an

aspect of learning style. (2003)

Visual Learner

Clark notes, that 65% of people have a visual learning style dominance. (2000: 4)

To have a visual learning style means it is not that he or she learns when information is

presented visually, it just means that in general, she learns new things easier when they 36

are presented in a visual format. (Baldwin 2005) Visual learners are those with vivid

imagination. (Davis, 2007)

Visual Learner Traits

The following features can help especially the teacher to identify the visual learner:

Prefers to see words written down.

When something is being described, the visual learner also prefers to have a

picture to view.

Prefers a time-line or some other similar diagram to rememter historical events.

Prefers written instructions rather than verbal instructions.

Observes all the physical elements in a classroom.

Carefully organizes their learning materials.

Enjoys decorating their learning areas.

Prefers photographs and illustrations with printed content.

Remembers and understands through the use of diagrams, charts and maps.

Appreciates presentations using OHP transparencies or handouts.

Studies materials by reading notes and organizing it in outline form.

Enjoys visual art activities

Is a good speller, watches speaker„s facial expressions and body language, gets lost with

verbal instructions.

Learning Strengths

Remembers what they read and write

Enjoys visual projects and presentations

Can remember diagrams, charts, maps well.

Understands information best when they SEE it.

Learning Strategies

Write things that you want to remember down; you will remember them better

that way.

Lok at the person who is speakint to you; it will help you focus

Try to work in a quiet place. Wear earmuffs or earplugs if necessary. Some

visual learners do, however, like soft music in the background.

If you miss something a teacher says or do not understand, ask politely if they

could repeat or explain.

Most visual learners learn best alone.37

When studying, take many notes and write down lots of details.

When trying to learn material by writing out notes, cover your notes then rewrite; rewritin will

help you remember better.

Use colour to highlight main ideas.

Before starting an assignment, set a goal and write it down. Even post in in front

of yu. Read it as you do your assignment.

Before reading a chapter or a boo, preview it first by scanning the pictures,

headings and so on.

Try to put your desk away from the door and windows and close to the front of

the class.

Write your own flashcards. Look at them often and write out the main points

then check.

Wherre possible, use charts, maps, postersk films, videos, computer software,

overhead projector both to study from and to present your work (where

appropriate).

Teaching Strategies

Provide lots of interesting visual material in a variety of formats.

Make sure visual resentations are well-organized.

During lessons, ensure vilual learners are in a position to see well

Make handouts and all other written work as visually appealing as possible, and

easily read.

Make full use of a variety of technologies: computer, overhead projector, video

camera, live video feeds/close circuit TV, photography, internet, etc.

Activity suggestions

Diagrams, graphs, photographs, colouring books, posters, collages, TV shows,

games, writing, newspapers, recipes, magazines, reading, books, maps, charts,

illustrations, displays, cartoons, slide shows/Power Point, films, OHP transparencies,

written reports, flash cards, crossword and word find puzzles, letters, bulletin boards,

workbooks, etc.

(Sources: Wikipedia.org; Eduguide.org; Aft.org; Teachingenglish.org.uk;

News.everest.edu; Cairs.org; Readingrockets.org)38

3.2.7.2 Auditory Learner

According to Clark, the research results show that 30% of our population prefer

auditory learning. (2000: 4) They are typically learning via hearing.

Auditory Learner Traits

Remembers what they say and what others say very well.

Remembers best thrugh verbal repetition and by saying things aloud.

Prefers to discuss ideas they do not immediately understand.

Remembers verbal instructions well.

Enjoys the opportunities to present dramatically, including the use of music.

Finds it difficult to work quietly for long periods of time.

Easily distracted by noise, but also easily distracted by silence.

Verbally expresses interest and enthusiasm.

Enjoys class and group discussions.

Talks to self, uses musical jingles to learn things, likes to telljokes and stories and

makes verbal analogies to demonstrate a point.

Learning Strengths

Rememembers what they hear and say.

Enjoys classroom and small-group discussion.

Can remember oral instructions well.

Understand information best when they HEAR it.

Learning Strategies

Study with a friend so you can talk about the information and HEAR it, too.

Recite out loud the information you want to remember several times.

Ask your teacher if you can submit some work (if appropriate) as an oral

presentation, or on audio tape.

Make your own tapes of important points you want to remember several times.¨

When reading, skim through and look at the pictures, chapter titles, and other

clues and say out loud what you think this book could be about.

Make flashcards for various material you want to learn and use them repeatedly,

reading them out loud. Use different colurs to aid yur memory.

Set a goal for your assignments and verbalise them. Say your goals out loud

each time you begin work on that particular assignment.39

Read out loud when possible. You need to HEAR the words as you read them to

understand them well.

When doing maths calculations, use grid paper to help you set your sums out

correctly and in their correct columns.

Use diffeent colours and pictures in your notes, exercise books, etc. This will

help you remember them.

Teaching Strategies

Re-phrase points, questions. Vary speed, volume, pitch, as appropriate, to help

create interesting aural textures.

Write down key points or key words to help avoid confusion due to

pronunciation.

During lessons, ensure auditory learners are i a position to hear well.

Incorporate multimedia applications utilizing sounds, music, or speech (use tape

recorders, computer sound cards/recording applications, musical instruments,

etc.)

Learning Suggestions

Oral report or presentation, teach the class or a group, panel discussion, debate, tape

recordings, songs, raps, poems, musical performance, puppet show, TV/radio show,

verbal games, show and tell/current events, peer turoting, oral presentations,

demonstrations, oral recitation, etc.


News.everest.edu; Cairs.org; Readingrockets.org)

3.2.7.3 Kinesthetic Learner

This type of learner likes exploring the physical world by touching and movement.

(McCarthy 1981). Clark presents that only 5% of population has a strong kinesthetic

preference. (2000: 4) Davis (2007) points out the fact, that “the kinesthetic learner will

use movement to help his or her concentration.“

Kinesthetic Learner Traits

Remembers what they Do very well.

Remembers best through getting physically involved in whatever is being learnt.

Enjoys acting out a situation relevant to the study topic.40

Enjoys making and creating.

Enjoys the opportunities to build and physically handle learning materials.

Will take notes to keep busy but will not often use them.

Enjoys using computers.

Physically expresses interest and enthusiasm by getting active and excited.

Has trouble staying stil or in one place for a long time.

Enjoys hands-on activities.

Tends to want to fiddle with small objects while listening or working.

Tends to want to eat snacks while studying.

Reaches out to touch things, collects things, talks fast using hands to communicate

what they want to say, good at sports, likes to take things apart and put things together,

likes to chew gum , may be considered hyperactive, good at finding their way around,

comfortable touching others as a show of friendship, Baldwin (2005) adds kenesthetic

learner has exceptional fine and gross motor coordination, uses bodily control and

movement to express himself or herself.

Learning Strengths

Remembers what they DO, what they experience with their hands or bodies

(movement and touch).

Enjoys using tools or lessons which infolve active/practical participation.

Can remember how to do things after they have done them once (motor

memory).

Have good motor coordination.

Learning Strategies

To memorise, pace or walk around while reciting to yourself or using flashcards

or notel.

When reading a short story or chapter in a book, try a whole-to-part approach.

This means you should first scan the pictures, then read headings, then read the

first and last paragraphs and try to get a feel for the book. You could also try

skim-reading the chapter or short story backwards, paragraph-by-paragraph.

If you need to fidget, try doing so in a way which will not disturb others of

endager yourself or others. Try jiggling your legs or feet, try hand/finger

exercises, or handle o koosh ball, tennis ball or something similar.41

You might not study best while at a desk. Try lying on your stomach or back.

Try studying while sitting in a comfortable lounge chair or on cushions or a bean

bag.

Studying with music in the background might suit you (baroque music is best –

as opposed to heavily rhythm-based music).

Use coloured construction paper to cover your desk or even decorate your area.

Choose your favourite colour as this will help you focus. This techniques is

called colour grounding.

Try reading through coloured transparencies to help focus your attention. Try a

variety of colours to see which colours work best.

While studying, take frequent breaks, but be sure to settle back down to work

quickly. A reasonable schedule would be 15-25 minutes of study, 3-5 minutes of

break time.

When trying to memorise information, try closing your eyes and writing the

information in the air or on a surface with your finger. Try to picture the words

in your head as you are doing this. Try to hear the words in your head, too.

Later, when you try to remember this information, close your eyes and try tosee

it with your mind‟s eye and to hear it in your head.

When learning new information, make task cards, flashcards, electro-boards,

card games, floor games, etc. This will help you process the information.

Teaching Strategies

Allow kinesthetic students to take breaks during lessons and move around.

Encourage kinesthetic students to write down their own notes.

Encourag kinesthetic students to stand or move while reciting information or

learning new material.

Incorporate multimedia resources (computer, videocamera, OHP transparencies,

photography camera, etc.) into programmes (teacher presentations and student

presentations).

Provide lots of tactile-kinesthetic activities in the class.

Kinesthetic activities

Surveys, demonstrations, dance, products, body games, rocking and reading, make a

video show, field trips, dress as characters, role-play/interviews, charades, pantomimes,

plays, projects, walking and reading, puppet shows, musical performances,science labs. 42

Some authors deal with the Tactile Activities separately. There can be mentioned:

modelling, scrapbooks, colouring books, artistic creations, needlework, posters, task

cards, electroboards, blackboard/whiteboard activities, sandpaper/felt letters, games,

calculators, puzles, collections, workboks, sculptures, mobiles, displays, collages, turn

starz, flip-gate quiz sheets, flippaz, info wheels, origami, learning circles, computers,

cut-and-paste tasks, etc.



In addition, there are many other models of learning styles, that may be found

beneficial. For instance Pask‟s Serialist/Holist/Versatilist Model, Entwiste‟s Deep,

Surface and Strategic Learning Approach, Grasha-Reichnann Learning Style Model,

Hermann “Whole Brain“ model or Felder-Silverman Learning style model.

Learning Strategies

Write things that you want to remember down; you will remember them better

that way.

Lok at the person who is speakint to you; it will help you focus

Try to work in a quiet place. Wear earmuffs or earplugs if necessary. Some

visual learners do, however, like soft music in the background.

If you miss something a teacher says or do not understand, ask politely if they

could repeat or explain.

Most visual learners learn best alone.

When studying, take many notes and write down lots of details.

When trying to learn material by writing out notes, cover your notes then rewrite; rewritin will

help you remember better.

Use colour to highlight main ideas.

Before starting an assignment, set a goal and write it down. Even post in in front

of yu. Read it as you do your assignment.

Before reading a chapter or a boo, preview it first by scanning the pictures,

headings and so on.

Try to put your desk away from the door and windows and close to the front of

the class.

Write your own flashcards. Look at them often and write out the main points

then check.

Wherre possible, use charts, maps, postersk films, videos, computer software,

overhead projector both to study from and to present your work (where

appropriate)

Teaching Strategies

Provide lots of interesting visual material in a variety of formats.

Make sure visual resentations are well-organized.

During lessons, ensure vilual learners are in a position to see well

Make handouts and all other written work as visually appealing as possible, and

easily read.

Make full use of a variety of technologies: computer, overhead projector, video

camera, live video feeds/close circuit TV, photography, internet, etc.

P88: Education, 2010, MASARYK UNIVERSITY BRNO Department of English Language

and Literature Hearing Impaired Learners and their Learning Styl.pdf - 88:41 [Activity

suggestions Diagrams,..] (37:1285-37:1787) (Super)

Codes: [3.learning strategies]

No memos

Activity suggestions

Diagrams, graphs, photographs, colouring books, posters, collages, TV shows,

games, writing, newspapers, recipes, magazines, reading, books, maps, charts,

illustrations, displays, cartoons, slide shows/Power Point, films, OHP transparencies,

written reports, flash cards, crossword and word find puzzles, letters, bulletin boards,

workbooks, etc.




and Literature Hearing Impaired Learners and their Learning Styl.pdf - 88:43 [Hearing

Impaired and Learning ..] (42:936-42:1591) (Super)


No memos

Hearing Impaired and Learning Styles

Rita Flattery said: “Since vision is a deaf person‟s primary channel to receive

information...visual aids are a tremendous help.“ (qtd. in “Literature and Research

Review“)

Concerning the hearing impaired students and their learning styles , there are no

reliable Czech research studies available. Marschark, Lang and Albertini (2000, qtd. in

“Literature and Research Review“) mention: “Deaf students are inherently visual

learners to a varying degree. Because they lack the ability to hear, they rely more on

vision to compensate for their lack of hearing. this is called sensory compensatio


and Literature Hearing Impaired Learners and their Learning Styl.pdf - 88:45 [A French

teacher Shelley Verno..] (43:1072-43:1775) (Super)


No memos

A French teacher Shelley Vernon, deals with the practical situation in the English

language classroom in her „How to Teach English For Different Learning Styles“.

Whatever the teacher presents using the textbook and various extra material and

activities, there are always some students who do not comprehend what exactly is being

presented. The answer for such situation is obviously – they do not have the same

learning style. The same author cites Reid (1987) who presented the learning style

research in English language classrooms. Suprisingly, most of the students have

kinesthetic learning preference. That is why Vernon underlines the role of game in

English language teaching.


and Literature Hearing Impaired Learners and their Learning Styl.pdf - 88:47 [Carter et

al. says “It is impo..] (44:1249-45:422) (Super)


No memos

Carter et al. says “It is important to understand that there is no “best“ way to learn.

There are many different learning styles, and different styles are suited to different

people and/or situations.“ (1999)

Carter et al. devides the benefits into three categories:

General Benefits of learning styles:

You will have a better chance of avoiding problematic situations. Knowing how

you learn and how you relate to the world can help you make smarter choices.

You will be more successful on the job. If you know how you learn, yu will be

able to look for an environment that suits you the best and you will be aable to

work effectively on work teams.

You will be more able to target areas that need improvement. The more you

know about your learning styles, the more you will be able to pinpoint the areas

that are more difficult for you.

Classroom Benefits of learning styles are as follows:

You can bring extra focus to your weaker learning-style areas.

You can ask your instructor for additional help.45

You can “convert“ class material during study time.

Study Benefits of learning styles:

Knowing your learning style presents you with study techniques that can

complement your style.

(Carter et al. 1999)

In conclusion, the main benefit of the specific learning styles is the ability to meet

educational needs of individuals, so that they could succeed not only in learning, but in

life as a whole.


and Literature Hearing Impaired Learners and their Learning Styl.pdf - 88:48 [The main

purpose of this study..] (46:60-46:738) (Super)


No memos

The main purpose of this study was to gather data on the learning styles of the

hearing impaired primary learners. Undoubtedly, learning English language seems to be

the greatest challenge for students who are deaf as well as their teachers. That is why we

did the research to help them to learn more easily. With respect to learner-centred

teaching methodology, we found it important to investigate the deaf students‟

approaches to English learning area.. Furthermore, my own teaching experience is

supplementary to the results of the research throughout this practical part. Respecting

the specialists, it is based on the theoretical background of this project


and Literature Hearing Impaired Learners and their Learning Styl.pdf - 88:49 [Hypothesis

1. There is connect..] (46:746-46:1108) (Super)


No memos

Hypothesis

1. There is connection between the learning style and the level of the hearing loss.

2. Most of the hearing impaired are visual learners.

3. Learning styles influence the process of learning and teaching English.

4. The choice of suitable visual communication with the hearing impaired learners

is the most important part of the teaching process.


and Literature Hearing Impaired Learners and their Learning Styl.pdf - 88:50 [The need

to help all the heari..] (52:612-52:1270) (Super)


No memos

The need to help all the hearing impaired and especially, the students with a serious

hearing loss, to learn English as their third language, seems to be a great challenge. As

our hypothesis (see chapter 4.2) indicates, the learning style research can help both – the

deaf student to learn the language better and the English teacher to enhance his or her

teaching. The main task of this thesis was to reveal the three basic sensory learning

styles of our sample deaf participants. Through the VAK questionnaire, we found

whether their learning preferences approximate the visual, auditory or kinesthetic

“learning style model.“ (Cassidy 2004)


and Literature Hearing Impaired Learners and their Learning Styl.pdf - 88:52 [The main

aim of this study was..] (61:92-61:550) (Super)


No memos

The main aim of this study was to find the best learning and, consequently, teaching

strategies in the English language lessons. There was a need to research the learning

styles of the students with the respect to their hearing loss degree.

As the outcomes of our research indicate, Most of the learners have dominant visual

learning style and the second place belongs to the kinesthetic learners and nearly the

same percentage of auditory learners.


and Literature Hearing Impaired Learners and their Learning Styl.pdf - 88:53

[Considering the theoreticians,..] (61:568-61:1266) (Super)


No memos

Considering the theoreticians, the cognitive processes described in chapter 2.7 are

corresponding to the individual learning styles. Visual memory for the visual learning

style, verbal memory for the auditory learners and, finally, motor memory is typical for

the kinesthetic learners. To use all the advantage of knowing the learners visual styles,

and, moreover, recognise his or her characteristic in our classroom, is important, and we

found it very useful. We should respect all the teaching strategies and also the learning

strategies to plan the teaching process. As teachers we have to be able to advise the

student and help him or her to enhance the English learning process


and Literature Hearing Impaired Learners and their Learning Styl.pdf - 88:55 [The

purpose of this study was ..] (62:654-62:1063) (Super)


No memos

The purpose of this study was to gather data and explore the learning styles of the

8th and 9th grade pupils of the Kindergarten, Primary and Secondary School for

Hearing Impaired in Valašské Meziříčí. Being their English teacher, I decided to reveal

their learning styles to enhance my teaching methods and, moreover, to help my pupils

to find the most effective English language learning strategies.


and Literature Hearing Impaired Learners and their Learning Styl.pdf - 88:56 [The data

gathered in this stud..] (62:1065-62:1395) (Super)


No memos

The data gathered in this

study can be used by all the special education teachers to understand their deaf pupil‟s

personal learning styles. In addition, people concerned with the deafness and education

will find the information useful in planning, designing, developing, and evaluating not

only a language learning process


and Literature Hearing Impaired Learners and their Learning Styl.pdf - 88:57 [Teachers

should focus on more ..] (63:736-63:1433) (Super)


No memos

Teachers should focus on more than one learning style during the educational

process. Although it might be tempting to assume that all deaf and hard of hearing

pupils are visual or kinesthetic learners, our research shows that this is not necessarily

true. However, it is probably to their advantage if they are. For those who are dominant

auditory learners, it seems to be a hampered situation. The teacher should bear in mind

how frustrating language learning could be for a deaf student, who is purely auditory

learner. It does not mean he or she cannot learn, but it will be more challenging for him

or her because he or she will have to rely more on a secondary learning style.



[Furthermore, as teachers we ca..] (63:1436-63:1875) (Super)

Codes: [3.learning strategies] [4. challenges in teaching H.I]

No memos

Furthermore, as teachers we can help the learner to avoid frustration and can help them

find the right place in a world from which people derive a sense of satisfaction and self

worth. Modern society can be inspired to adjust its educational system to accommodate

diversity in learning styles, talents, and personalities thus ensuring that even hearing

impaired student is given a chance to fulfil his potential and to be successful

______________________________________________________________________

Code: 4. challenges in teaching H.I 14-0


and Literature Hearing Impaired Learners and their Learning Styl.pdf - 88:1 [Teaching

language to the heari..] (6:27-6:329) (Super)

Codes: [4. challenges in teaching H.I]

No memos

Teaching language to the hearing impaired as their second or third language is

thought to be an immensely complex area for special education teachers of the deaf. As

a teacher of English I have met a lot of difficulties in the sphere of teaching the third

language to the hearing impaired learners



[Unfortunately, not many specia..] (6:466-6:795) (Super)


No memos

Unfortunately, not many special meetings providing the best teaching methodology

workshop for this area have been organized in the Czech Republic. Therefore, the

teachers are forced to experiment and try the procedures and material originally aimed

for the mainstream, or more precisely, hearing students, adapt to the deaf.


and Literature Hearing Impaired Learners and their Learning Styl.pdf - 88:4 [Being a

successful teacher of ..] (6:1376-6:1490) (Super)


No memos

Being a successful teacher of the deaf requires

understanding all the specific distinctions of the deaf students.


and Literature Hearing Impaired Learners and their Learning Styl.pdf - 88:27 [A

classroom for a language les..] (24:1280-24:1901) (Super)


No memos

A classroom for a language lesson should be light enough to enable the deaf pupils

to see any details in the room clearly (Strnadova 101; Potměšil 69). Additionally, the

acoustics of the room should be adapted to those with residual hearing who can

perceive the teacher‟s oral speech. For instance, windows should be kept closed during

speaking in order to lower noises from outside. (Strnadova 148; Potměšil 69,92) Seating

arrangement should be adapted to the main requirement – the optimal conditions for

permanent visual contact between the teacher and each of the pupils or students.

(Strnadova 117-122)


and Literature Hearing Impaired Learners and their Learning Styl.pdf - 88:28 [A teacher

of the hearing impai..] (25:279-25:1816) (Super)


No memos

A teacher of the hearing impaired should be enormously patient, attentive and

sensitive. Moreover, she/he is supposed to have a command of the sign language, finger

spelling and other means of total communication. Her/his pronunciation should be

natural, clear and also clearly seen. The teacher should not exaggerate her/his lip

movements but slow pace of speaking can help the deaf students. Male teacher should

keep mustaches well groomed. She/he should not stand on a place where a window or

other source of light is situated behind her/his back. She/he should stand in front of

learners to enable them to lip – read. She should not walk, turn her/his head or cover

lips while speaking to the deaf. Speaking to learners while the teacher is writing on the

blackboard is useless. The teacher is supposed to use mime, gestures or other means of

non – verbal communication to help learners to understand what is being said. The

teacher is advised to make sure that all pupils or students pay attention to her/his

teaching all the time. Rather than asking learners, whether they understand the teacher

should ask about the knowledge. The teacher of the hearing impaired should also apply

an individual approach to each pupil or student. Considering the hearing loss and

learning difficulties the teacher should use such teaching techniques that are effective

and, moreover, motivate pupils or students for further learning. (Renotiérová, Ludíková

183) (Green How Do You Teach 2010) (Strnadova 148-15


and Literature Hearing Impaired Learners and their Learning Styl.pdf - 88:29 [Julian

Edge says that “Our pur..] (25:1847-25:1984) (Super)


No memos

Julian Edge says that “Our purpose is not to teach materials. Our purpose is to

teach students, and to use materials in that process.“ (


and Literature Hearing Impaired Learners and their Learning Styl.pdf - 88:30 [Materials

are generally though..] (25:1998-25:2400) (Super)


No memos

Materials are generally thought to be supporting device for learning and teaching

any language, so it should be designed to suit learners and the processes involved. A

teacher should bear in mind that she/he is the only responsible person in the classroom

who can help pupils or students learn a language. (Harmer 2001: 56-7, 61) Therefore, a

choice of valuable material is immensely meaningful


and Literature Hearing Impaired Learners and their Learning Styl.pdf - 88:31 [Therefore,

a choice of valuabl..] (25:2335-26:177) (Super)


No memos

Therefore, a

choice of valuable material is immensely meaningful. Furthermore, material greatly

influences any programme of a language lesson which “helps us to be more inventive, 26

dynamic and efficient“ (Wright, Haleem 1). Generally, using various visual materials is

indisputably fundamental to a teacher of learners with not only hearing impairment.


and Literature Hearing Impaired Learners and their Learning Styl.pdf - 88:32 [Visual

Material for the Hearin..] (26:188-26:690) (Super)


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Visual Material for the Hearing Impaired

Strategies for Teaching Students with Hearing Impairments underlines the

following rules for teachers of the deaf learners. Material stimulating visual perception

is thought to be essential for education of the hearing impaired pupils. A serious hearing

loss totally prevents handicapped pupils or students from auditory perception during

lessons and that is why visuals have evidently a dominant role in language teaching to

deaf learners


and Literature Hearing Impaired Learners and their Learning Styl.pdf - 88:33 [According

to Mary Underwood “t..] (26:704-26:1314) (Super)


No memos

According to Mary Underwood “the amount of English learnt by students is not

proportional to the quantity of aids used.“ (80) Such a statement certainly would not be

accepted by language teachers of deaf learners. The need for using visual material,

especially in language teaching, seems to be meaningful for the deaf. Green says to:

“Use visual aids whenever possible. Vision becomes a hearing impaired student's

primary means for receiving information. Consider using posters, charts, flash cards,

pictures, manipulatives, graphic organizers, or any visual items, they may find helpful.


and Literature Hearing Impaired Learners and their Learning Styl.pdf - 88:34 [Andrew

Wright and Safia Haleem..] (26:1315-26:1984) (Super)


No memos

”

Andrew Wright and Safia Haleem focus on usage of the following visuals:

authentic printed materials (84), workcards and worksheets (65), word flash cards (59),

picture flash cards (50), wall pictures and wall posters (44), a flannelboard,

magnetboard and adhesive plastic (38), an overhead projector (27) and a chalkboard

and whiteboard (5) in their language teaching methodology. Aditionally, it is important

to underline other significant aids mentioned and defined in Wikipedia.org, such as “an

interactive whiteboard with data projector and digital visualizer” which seem to be

undoubtedly very helpful devices in the teaching process.


and Literature Hearing Impaired Learners and their Learning Styl.pdf - 88:46 [Generally,

the significant aim..] (43:1785-43:2507) (Super)


No memos

Generally, the significant aim of not only English language teachers is to enable the

pupil or student to succeed. Revealing their learning style preferences is probably one of

the latest issues in the area of education. The knowledge of either individual or the

whole class dominant learning style is definitely beneficial. For instance, it helps with

the choice of teaching methods or strategies or appropriate material used in the English

language classroom. Additionaly, Gregorc and Ward (1997, qtd. in Hood) express the

“claim that if educators are to successfully address the needs of the individual they have

to understand what “individual“ means. They must relate teaching style to learning

style.“


and Literature Hearing Impaired Learners and their Learning Styl.pdf - 88:51 [To be a

successful English tea..] (59:824-59:1392) (Super)


No memos

To be a successful English teacher of the hearing impaired is a great challenge.

Obviously, the background knowledge of the hearing impairment and knowledge of

sign language is inevitable. The learning style diagnosis of the learners seems to be a

helpful device. However, the main condition of the effective language learning is to

understand each other. Regarding the visual and kinesthetic preferences as leading

learning styles, we asked the students to decide, which communication with their

teacher, during the English language lesson, suits them best



[Furthermore, as teachers we ca..] (63:1436-63:1875) (Super)

Codes: [3.learning strategies] [4. challenges in teaching H.I]

No memos

Furthermore, as teachers we can help the learner to avoid frustration and can help them

find the right place in a world from which people derive a sense of satisfaction and self

worth. Modern society can be inspired to adjust its educational system to accommodate

diversity in learning styles, talents, and personalities thus ensuring that even hearing

impaired student is given a chance to fulfil his potential and to be successful

______________________________________________________________________

Code: futher research 6-0

P10: Bettuzzi, 2009, Chapter 1 Introduction.pdf - 10:12 [In summary, not all studies on..]

(9:4-9:219) (Super)

Codes: [futher research]

No memos

In summary, not all studies on second language learning strategy training have been uniformly

successful or conclusive. Thus, more research is essential in the area of learning strategy

training (Yang 1995 p.9)

P10: Bettuzzi, 2009, Chapter 1 Introduction.pdf - 10:41 [It is useful for teachers to f..]

(56:889-56:1221) (Super)


No memos

It is useful for teachers to find out the learning strategies and learning styles of their students.

The information collected not only helps the teachers to understand more about the learning

process and preference of their students, but also provides useful guidelines for the teachers to

design strategy training programmes

P10: Bettuzzi, 2009, Chapter 1 Introduction.pdf - 10:42 [It is also worthwhile studying..]

(56:1227-56:1588) (Super)


No memos

It is also worthwhile studying how learning styles affect strategy use. This study only focused

on whether learning styles have effects on the effectiveness of strategy training. It would also

be interesting to look at how learning styles affect the result of strategy training and how they

affect students’ choice of learning strategy in the first place

P10: Bettuzzi, 2009, Chapter 1 Introduction.pdf - 10:43 [The type of strategy training ..]

(57:247-57:660) (Super)


No memos

The type of strategy training also deserves more investigation. So far, much of the focus has

been on the strategies themselves. However, not much has been done on the development of

the training programme that corresponds to specific learning strategies. There has not been a

standardized set of strategy training materials which are found to be effective and applicable

for practical pedagogical use.

P10: Bettuzzi, 2009, Chapter 1 Introduction.pdf - 10:44 [It may also be worth studying ..]

(58:5-58:815) (Super)


No memos

It may also be worth studying how to sustain students’ use of strategy. Take for example the

use of journals; most students would keep the journal when requested by the teacher to do so.

However, the ultimate goal for using the journal should be to develop students’ habit of

monitoring their own learning strategy use and learning progress. Learning autonomy cannot

be achieved unless students take the initiative to keep the journal even without being requested

by the teacher to do so. As noted by O’Malley et at. (1985), ‘the transfer of strategies …. to

new learning activities may be extremely sensitive, requiring continued prompts and structured

directions until the strategies become autonomous’ (p.576). Studies on how to internalize the

concept of learner autonomy are worthwhile


and Literature Hearing Impaired Learners and their Learning Styl.pdf - 88:54 [Ideas for

Further Research The..] (62:11-62:623) (Super)


No memos

Ideas for Further Research

There were several limitations to this study. The small sample size representing the deaf

learners does not address all the hearing impaired learners„ learning style preferences. A

larger sample size would be more appropriate for the future research. This work does

not reflect the participant‟s strengths in other learning styles. For instance, Dunn and

Dunn Model of Learning Style (see chapter 3.2.4) might be worth trying. Different

classes and different teachers might provide adequate assistance in other learning styles

and aid the learners learn better and faster.

______________________________________________________________________

Code: teaching strategies 4-0

P 1: 163585710-Teaching-Strategies-for-Deaf-Students.pdf - 1:1 [Deaf and

hard of hearing peopl..] (1:289-1:609) (Super)

Codes: [teaching strategies]

No memos

Deaf and hard of hearing people vary greatly in

their chosen communication methods, and the skill with which they do it.

However main communication in likely to be via:

· Listening

· Facial expression

· Lipreading

· Gestures

· Speech

· Mime

· British Sign Language

· Writing

· A combination of these

P 1: 163585710-Teaching-Strategies-for-Deaf-Students.pdf - 1:2

[To effectively meet the commun..] (1:614-4:2230) (Super)


No memos

To effectively meet the communication needs of a deaf student in the context

of higher educational settings, the following should be considered:

1. Personal Delivery

Lipreading requires great concentration. Three quarters of it is guesswork

and,

for this reason, clear speech and contextual clues are vital for understanding.

Speech: Speak clearly and at a reasonable pace. Try to keep the rhythm of

your speech as natural as possible. If in doubt ask the deaf student if the pace

is right.

Visibility: To be able to lipread the deaf student needs to be able to see your

face. Try to keep beards and moustaches trimmed; do not cover your mouth

with pens, cigarettes, coffee cups or hands while speaking. Try not to nod

your head too much or speak while writing on the board or walking around the

room as this creates nearimpossible lipreading conditions. Ensure that the

light is on your face and never from behind you as this will leave your face as

a silhouette.

Face: Try to maintain eye contact when talking to a deaf student one to one.

Try to use expression in your face as well as gesture as this helps to convey

the sense of your words to a lipreader.

Position: The deaf person should be seated to best advantage. She or he will

know where best to sit. This will usually be a seat near the front, slightly to

one side of the speaker (the optimum distance for lipreading

is about 6 feet).Distractions: Try to keep lightreflecting or bright jewellery to a minimum, and

wear plain clothes. Bright clothes, especially checks, stripes or dots can make

concentration difficult.

Gaining Attention: Be sure to gain the deaf person's attention before you start

speaking. You can wave your hand at the student, flash the lights on and off

or, if necessary, ask the person's neighbour to tap a shoulder or arm to alert

him or her.

2. Presentation

Context: Before starting a discussion or changing the subject let the deaf

personal know the topic being discussed. Lipreading is much easier when the

subject area is known.

Structure: Try to follow a logical structure for your session as this makes

lipreading easier to follow. If possible, let the student have a copy of your

written notes before the lecture as this will help with following an argument.

Pace: Try to allow a little extra time for the deaf student to assimilate

information and respond before going on to the next stage. Break the session

up so that the deaf student is not lipreading for long periods at a time.

Contributions: Questions and contributions from elsewhere in the room,

especially if they are from behind the student will not be heard. Repeat the

question before going on to answer it.

3. Use of Visual Aids

Vital Information: Write out vital information such as changes of meeting time

or venue on the board or overhead projector to make sure that the deaf

person is not left out.

New Vocabulary: Try to provide new vocabulary in advance or write it on the

board or OHP. Unknown words are impossible to lipread.

Reading Time: When using OHPs, boards or flipcharts, allow the students

time to read what is written before starting to speak.

Boards and Flipcharts: Try not to speak when writing on the board. Students

cannot lipread the back of your head.

Overhead Projectors: These can be particularly helpful, but remember that

OHPs can be noisy which may be difficult for those who use hearing aids.

Slides: When using slides in a darkened room leave a curtain open or a

spotlight on the speaker or interpreter or turn up the lights again before

beginning the commentary.Videos and Tapes: Try to use subtitled videos where possible or

obtain a

transcript of the commentary.

4. Lectures

Handouts: Well prepared handouts provided in advance to allow reading time

will increase the amount that a deaf student gains from your lecture.

Position: Try to stay in the same place and not move around while you are

talking.

Booklists: Make sure that you give the deaf student relevant booklists well

before the start of the course. A deaf student may rely more heavily on text

books than lectures and so easy availability is a great help.

5. Seminars

For deaf students group discussions are probably the most difficult situations

to deal with. But there are ways of overcoming some of the problems.

Size: The optimum size of group for a deaf person is between 6 and 10. If a

group is bigger than this it is unlikely that people will be near enough to

lipread and following contributions to discussions becomes more complicated.

Seating: Arrange the room so that the student can see everyone by putting

chairs in a circle or horseshoe shape. Make sure no one is silhouetted against

the light.

Chairing: Allow the deaf student to take his or her share in chairing the

discussion. When someone else is chairing make sure that this person

controls the discussion, encourages mumblers to speak up and prevents

unnecessary interruptions when people are speaking.

Equipment: If the student is using a radio microphone or loop system

remember that all contributors to the discussion will need to speak in to the

microphone. Ensure that this is known to the group before discussion starts.

6. Practicals, Lab and Studio Work

A variety of different situations can arise in practical sessions.

Examples could be:

Do not stand behind the student when he or she is working. Remember also

that the student cannot watch the work and lipread you at the same time.

When teaching points arise during the session as a result of supervising the

work of other students, remember to attract the deaf student's attention before

speaking.Make sure that the deaf student can see clearly what you are saying and

doing when giving a demonstration.

7. Fieldwork and Placements

Special provision may have to be made for students on field trips or on

placements. A student who copes well with lipreading in a lecture theatre may

be quite unable to manage without further support when on a windy beach or

moor or in a noisy factory. Be flexible and talk through the possible options

and solutions with the student well in advance to avoid problems.

8. Timetabling

Rearranging the timetable slightly can make an enormous difference to a deaf

student. Examples are given below:

Lectures: Try not to fill an entire day with contact teaching. Lipreading is tiring

and a few hours every day is best.

Tutorials: If a student uses an interpreter or communicator remember that this

needs to be taken into account in the timing of tutorials.

9. Choice of Room

This can be vital to maximise the amount which a deaf student can gain from

a session.

Lighting: Choose a room with good lighting where light will be concentrated on

the speaker's face. Rooms with windows directly behind the speaker are not

good as they will leave the speaker as a silhouette.

Background Noise: Choose a quiet room without background noise from

traffic which may make it difficult to hear hearing aid users are more

distracted by background noise than hearing people. If students are being

divided into groups for a session try not to put more than one group in a room

as the discussion of another group can make it difficult to decipher what is

being said nearby.

Acoustics: Try to choose a room that has been acoustically treated. Carpet,

soft furnishings, ceiling tiles to absorb sound all make it easier to hear.

Amplification Systems: Check that the room is suitable for any technical

equipment that may be used. Can the amplification system already installed

be used in conjunction with a portable loop or with a radio microphone

system?

Decoration: Try not to choose a room with bright or distracting wallpaper or

pinboards behind the speaker. This can make it difficult to concentrate on the

speaker. If necessary, use a screen behind the speake

P10: Bettuzzi, 2009, Chapter 1 Introduction.pdf - 10:8 [First, research in the strateg..]

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No memos

First, research in the strategy use of secondary students in Hong Kong is limited. Thus, the

findings from the study would be an initial step to a better understanding of strategy use of

students and strategy training in Hong Kong.

Second, it could show how far strategy training could be effectively implemented to Hong

Kong secondary students. Strategy training has gained more attention in Hong Kong recently. 5

The results of the study may give insights to educators into the practicality of strategy training

in Hong Kong.

Third, in a learner-centred approach in language teaching, looking at the learning style of

secondary students could allow better understanding in individual learner’s learning preference

and help educators make more appropriate curricular plans.

P10: Bettuzzi, 2009, Chapter 1 Introduction.pdf - 10:19 [What are the learning strategi..]

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No memos

What are the learning strategies of my students?

2. Can my students’ strategies be trained?

3. What kind of learning style benefits most from the training?

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Hearing Impaired LLS