一项针对学习拉丁语或现代外语的有阅读障碍中学生的调查

IF 0.2 0 CLASSICS Journal of Classics Teaching Pub Date : 2024-02-27 DOI:10.1017/s2058631024000138
Dora Burbank
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引用次数: 0

摘要

拉丁语和阅读障碍学术领域的研究很少,而且往往已经过时,主要是教师的非正式观察,因此缺乏实证证据。这项混合方法研究旨在填补文献空白,探讨有阅读障碍的中学生学习拉丁语、法语或西班牙语的经历,同时研究阅读障碍与这些语言考试成绩之间的关系。经过有目的的抽样,对 7 名 16 至 29 岁的阅读障碍学生进行了半结构式访谈,并从两所中学收集了 349 份 GCSE 和 IB 成绩,其中 51 份是阅读障碍学生的成绩。对访谈进行的反思性主题分析揭示了七个主题:可及性、益处、挑战和障碍、班级规模、方法和策略、动机和优势。三次卡方检验的结果表明,拉丁语和西班牙语的阅读障碍与考试成绩没有显著关联,但法语的阅读障碍与考试成绩有显著关联。诵读困难学生的积极学习经历取决于适当的教学方法和感知到的支持,而非语言本身;考试成绩的提高也取决于正字法的透明度,而非所学语言的口语化程度。今后的相关研究应探讨不同教育阶段和不同学习困难的学生学习拉丁语的经验和成绩。
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A survey involving secondary students with dyslexia studying Latin or a modern foreign language

Research in the academic field of Latin and dyslexia is sparse, often outdated, and largely consists of teachers' informal observations, thus lacking empirical evidence. This mixed-methods study aims to address a gap in the literature, exploring the experiences of secondary students with dyslexia learning Latin, French, or Spanish while examining the relationships between dyslexia and examination results in those languages. After purposive sampling, semi-structured interviews with seven dyslexic students, aged 16 to 29, were conducted and 349 GCSE and IB grades, of which 51 were of dyslexic students, were collected from two secondary schools. Reflexive thematic analysis of the interviews revealed seven themes: accessibility, benefits, challenges and barriers, class size, methods and strategies, motivation, and strengths. The results of three chi-square tests showed no significant association for Latin or Spanish, but a significant association between dyslexia and examination results in French. Whereas positive learning experiences for students with dyslexia hinged on the appropriate teaching method and the perceived support rather than the language per se, higher exam achievements were also dependent on the level of orthographic transparency but not on the degree of orality of the language learnt. Future research in the field should explore the experiences and achievements of students at different educational stages and with different learning difficulties doing Latin.

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来源期刊
CiteScore
0.30
自引率
0.00%
发文量
59
审稿时长
24 weeks
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