master's thesis
Analysis of the didactical and methodical principles in teaching blind people forein language

Dane Scheibl (2016)
Metadata
TitleAnaliza didaktičko-metodičkih principa u nastavi drugog/stranog jezika sa slijepima
AuthorDane Scheibl
Mentor(s)Tina Runjić (thesis advisor)
Abstract
Rad se bavi pitanjem poučavanja i učenja stranog ili drugog jezika sa slijepima. Dugo vremena je bilo uvriježeno mišljenje da nastava stranog jezika sa slijepima iziskuje mnogo vremena za prilagodbu nastavnih materijala te da slijepi na osnovi nedostatka vida i specifičnosti funkcioniranja nisu u mogućnosti učiti strani jezik. Međutim, pojavom komunikacijske didaktike mijenjaju se i načela poučavanja i učenja jezika - ona dobivaju jednu drugu dimenziju, a to je učenje kroz komunikaciju i interakciju. Drugim riječima, poučavanje stranog jezika pokušava se sve više približiti načinima usvajanja materinjeg jezika. Rad prikazuje teorije usvajanja i razvoja govora kod slijepih, specifičnosti primanja podražaja i s njima povezane kompenzacijske metode, područja nastave stranog jezika i principe poučavanja te prijedloge za prilagodbu nastave slijepima. U završnom dijelu kao prilog prikazuju se odabrane dostupne i prilagođene aktivnosti i igre koje se koriste u radu sa slijepima te se analiziraju s teoretskog polazišta. Sve prikazane aktivnosti koriste se u ranoj školskoj dobi kada dijete razvija i svoj materinji jezik, a može se pretpostaviti da će slijepo dijete tada biti uključeno u program (psihosocijalne) rehabilitacije. Stoga je ključno da nastava stranog jezika potiče kako kognitivni tako i socijalni razvoj jer prenosi jezična znanja koja se moraju kroz situacijski okvir i realne predmete instrumentalizirati, a što je u skladu s načelima rehabilitacije slijepih. Štoviše, dostupna istraživanja ukazuju na činjenicu da slijepo dijete bez obzira na nedostatak vizualnih podražaja može aktivno sudjelovati u učenju stranog jezika uz preduvjet da se određene metode i nastavni materijali prilagode.
Keywordsblind foreign language second language teaching learning
Parallel title (English)Analysis of the didactical and methodical principles in teaching blind people forein language
Committee MembersTina Runjić (committee chairperson)
Ante Bilić-Prcić (committee member)
Vlatka Penava (committee member)
GranterSveučilište u Zagrebu
Edukacijsko-rehabilitacijski fakultet
PlaceZagreb
StateCroatia
Scientific field, discipline, subdisciplineSOCIAL SCIENCES
Education/Rehabilitation Sciences
Study programme typeuniversity
Study levelgraduate
Study programmeEducational Rehabilitation
Academic title abbreviationmag. rehab. educ.
Genremaster's thesis
Language Croatian
Defense date2016-09-22
Parallel abstract (English)
This diploma paper discusses the issue of teaching and learning of a foreign or second language with the blind. For a long time it was believed that the teaching of a foreign language to the blind required great efforts for adaptation of teaching materials and it was also assumed that the blind were not able to learn a foreign language due to the lack of vision and specific traits of functioning. However, the rise of communication didactics set forth changes of teaching and learning principles - the very teaching and learning acquired an additional dimension: learning through communication and interaction. That would mean that the teaching of a foreign language began to strive to incorporate the ways in which a child acquires its mother tongue. This paper attempts to present theories of the first language acquisition and speech development of the blind. The specifics of receiving stimuli and thereto-related compensation methods fall within the scope of this aim, as well as the areas and principles of teaching of a foreign language, whereas the final part of the paper deals with the chosen available and adapted activities and games which are analyzed from the theoretical point of view. All presented activities are used in an early school age when a child develops its mother tongue. We may assume that in this time a blind child will be included in the (psychosocial) rehabilitation program. Therefore, it is essential that the principles of teaching a foreign language encourage not only the child’s cognitive but also its social development. Bearing in mind that it transfers the linguistic knowledge through practice within a situational and communicational framework and that it incorporates the use of real objects we may say that this is also in line with the principles of the rehabilitation of the blind. Moreover, the available research conclusions point to the fact that a blind child, regardless of the lack of visual stimuli, can actively participate in the learning of a foreign language. However, this would require the adapting of certain teaching methods and materials.
Parallel keywords (Croatian)slijepi strani jezik drugi jezik poučavanje učenje
Resource typetext
Access conditionOpen access
Terms of usehttp://rightsstatements.org/vocab/InC/1.0/
URN:NBNhttps://urn.nsk.hr/urn:nbn:hr:158:867827
CommitterIvanka Šarić