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Foreign Language Learning Characteristics of Deaf and Severely Hard‐of‐Hearing Students
Author(s) -
CSIZÉR KATA,
KONTRA EDIT H.
Publication year - 2020
Publication title -
the modern language journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.486
H-Index - 83
eISSN - 1540-4781
pISSN - 0026-7902
DOI - 10.1111/modl.12630
Subject(s) - foreign language , presentation (obstetrics) , psychology , context (archaeology) , sign language , perspective (graphical) , language acquisition , pedagogy , mathematics education , linguistics , computer science , medicine , geography , archaeology , philosophy , artificial intelligence , radiology
The aim of this study was to investigate deaf and severely hard‐of‐hearing students’ foreign language learning characteristics. In order to provide a better understanding of the challenges this group of learners face, a mixed methods study was designed including a questionnaire survey to provide generalizable results for our context and an interview study to get a deeper understanding of the issue from the insiders’ perspective as well. Data was collected in three European countries with piloted and barrier‐free instruments. In order to investigate their foreign language learning processes, deaf and severely hard‐of‐hearing students’ motivation, beliefs, and strategies were measured and analyzed. Our results indicate that deaf and severely hard‐of‐hearing students’ foreign language learning experiences are fraught with challenges and setbacks despite their motivation and eagerness to learn foreign languages. To overcome these difficulties motivating and effective learning environments have to be created where the use of the national sign language contributes to the efficiency of teaching. Furthermore, teaching should include the presentation of effective learning strategies as well as the introduction of autonomous ways of learning.