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The language learning experiences of students with dyslexia: lessons from an interview study.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

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The language learning experiences of students with dyslexia: lessons from an interview study. / Kormos, Judit; Csizér, Kata; Sarkadi, Ágnes.
In: Innovation in Language Learning and Teaching, Vol. 3, No. 2, 2009, p. 115-130.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Kormos, J, Csizér, K & Sarkadi, Á 2009, 'The language learning experiences of students with dyslexia: lessons from an interview study.', Innovation in Language Learning and Teaching, vol. 3, no. 2, pp. 115-130. https://doi.org/10.1080/17501220802638306

APA

Kormos, J., Csizér, K., & Sarkadi, Á. (2009). The language learning experiences of students with dyslexia: lessons from an interview study. Innovation in Language Learning and Teaching, 3(2), 115-130. https://doi.org/10.1080/17501220802638306

Vancouver

Kormos J, Csizér K, Sarkadi Á. The language learning experiences of students with dyslexia: lessons from an interview study. Innovation in Language Learning and Teaching. 2009;3(2):115-130. doi: 10.1080/17501220802638306

Author

Kormos, Judit ; Csizér, Kata ; Sarkadi, Ágnes. / The language learning experiences of students with dyslexia: lessons from an interview study. In: Innovation in Language Learning and Teaching. 2009 ; Vol. 3, No. 2. pp. 115-130.

Bibtex

@article{e5fdfc9f71614e0b8612a247e380b5ef,
title = "The language learning experiences of students with dyslexia: lessons from an interview study.",
abstract = "Our interview study investigated what experiences Hungarian students with dyslexia have in the language learning group and concerning the general behavior, the instructional methods and assessment techniques of their language teachers. Long qualitative interviews were conducted with 15 students of different ages who studied foreign languages in a variety of educational settings. Our results indicate that the participants generally had negative experiences when studying in groups, especially if the number of students in the group was high, but they enjoyed when they received special attention and the rate of progress was adjusted to their needs. Students with dyslexia were found to be highly appreciative of clear and well-structured explanations and frequent revision opportunities. The students' views confirm the high importance of applying motivational teaching strategies in teaching foreign languages to students with dyslexia and the existence of an indirect link between teachers' attitude to dyslexia, teacher behavior, and language learning effort.",
keywords = "dyslexia, language learning attitudes, teacher behavior, motivational strategies",
author = "Judit Kormos and Kata Csiz{\'e}r and {\'A}gnes Sarkadi",
year = "2009",
doi = "10.1080/17501220802638306",
language = "English",
volume = "3",
pages = "115--130",
journal = "Innovation in Language Learning and Teaching",
issn = "1750-1229",
publisher = "Taylor and Francis Ltd.",
number = "2",

}

RIS

TY - JOUR

T1 - The language learning experiences of students with dyslexia: lessons from an interview study.

AU - Kormos, Judit

AU - Csizér, Kata

AU - Sarkadi, Ágnes

PY - 2009

Y1 - 2009

N2 - Our interview study investigated what experiences Hungarian students with dyslexia have in the language learning group and concerning the general behavior, the instructional methods and assessment techniques of their language teachers. Long qualitative interviews were conducted with 15 students of different ages who studied foreign languages in a variety of educational settings. Our results indicate that the participants generally had negative experiences when studying in groups, especially if the number of students in the group was high, but they enjoyed when they received special attention and the rate of progress was adjusted to their needs. Students with dyslexia were found to be highly appreciative of clear and well-structured explanations and frequent revision opportunities. The students' views confirm the high importance of applying motivational teaching strategies in teaching foreign languages to students with dyslexia and the existence of an indirect link between teachers' attitude to dyslexia, teacher behavior, and language learning effort.

AB - Our interview study investigated what experiences Hungarian students with dyslexia have in the language learning group and concerning the general behavior, the instructional methods and assessment techniques of their language teachers. Long qualitative interviews were conducted with 15 students of different ages who studied foreign languages in a variety of educational settings. Our results indicate that the participants generally had negative experiences when studying in groups, especially if the number of students in the group was high, but they enjoyed when they received special attention and the rate of progress was adjusted to their needs. Students with dyslexia were found to be highly appreciative of clear and well-structured explanations and frequent revision opportunities. The students' views confirm the high importance of applying motivational teaching strategies in teaching foreign languages to students with dyslexia and the existence of an indirect link between teachers' attitude to dyslexia, teacher behavior, and language learning effort.

KW - dyslexia

KW - language learning attitudes

KW - teacher behavior

KW - motivational strategies

U2 - 10.1080/17501220802638306

DO - 10.1080/17501220802638306

M3 - Journal article

VL - 3

SP - 115

EP - 130

JO - Innovation in Language Learning and Teaching

JF - Innovation in Language Learning and Teaching

SN - 1750-1229

IS - 2

ER -