The purpose of this study is to examine the effects of the loanwords education program using a sight word approach on word recognition skills and interests toward learning English for high school students with mild disabilities.
The participants in this study were 18 high school students with disabilities. They were divided into two groups, experimental and control. The type and characteristic of disability of the research participants varied; but their levels of learning and English were similar. The experimental group participated in 10 sessions (50 minutes per session) on language intervention during after school time. Specifically, the participants learned 4-6 sight words per session.
The changes in the dependent variable were measured through two instruments: (a) the testing of English word recognition achievement designed by researcher, and (b) questionnaire on interests toward learning English by Jang(2017).
To investigate to see if there was a significant difference in the pre-post scores for word recognition skills and the degree of interests toward learning English between the two groups, t-test was performed through the use of SPSS 22.0.
The results of this study are as follow:
First, word recognition performance of the experimental group was significantly higher than the control group. For the loanword reading ability, a signigicant difference of p<.001 was found between the experimental and control group. For the loanword reading comprehension ability, a signigicant difference of p<.05 was found between the experimental and control group.
Second, the results about interests toward learning English revealed that the experimental group was higher than the control group. However, there was no significant difference between the two groups.
In conclusion, These research findings suggest that the loanwords education program using a sight word approach positively influenced the improvement of word recognition skills of students who belonged to the experimental group. The research is significant in terms of that a sight word approach using loanwords was applied to English class in the domestic situation where only few studies on education for disabled students have been performed and that the students who participated in the research were highly satisfied with the program, which has increased the feasibility of language intervention. But the failure to attract a sufficient number of disabled students for an analysis of data about them, the short research period and the sessions that were few in number can be pointed out as the limitations of the research.
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