آموزش انگلیسی به عنوان زبان دوم به کودکان اختلال طیف اوتیسم با عملکرد بالا

خداوردی, ندا; عشایری, حسن; مفتون, پرویز

نوع مقاله : مقاله پژوهشی

نویسندگان

¹ دانشجوی دکتری آموزش زبان انگلیسی، دانشگاه آزاد اسلامی واحد علوم و تحقیقات تهران، ایران

² استاد مغز و اعصاب، دانشگاه علوم پزشکی و خدمات بهداشتی درمانی تهران، ایران

³ دانشیار زبان و ادبیات انگلیسی، دانشگاه آزاد اسلامی، واحد علوم و تحقیقات تهران، ایران.

چکیده

مقدمه: با افزایش آمار افرادی که هر روزه پس از بررسی های لازم در طیف اوتیسم قرار میگیرند، لزوم فراهم آوردن شرایط آموزشی در زمینه های مختلف از جمله یادگیری زبان ها نیز بیشتر احساس میشود. هدف از پژوهش حاضر، آموزش زبان انگلیسی به عنوان زبان دوم به کودکان اختلال طیف اوتیسم با عملکرد بالا میباشد. روش: این مطالعه کیفی و موردی به بررسی تاثیر مداخله یا روش تدریس یک به یک رفتاری و شناختی در آموزش زبان دوم به دو زبان آموز فارسی زبان دارای تکلم میپردازد. از چهار مهارت تقلیدی_حرکتی، تکرار کردن، نامگذاری کردن، و درخواست کردن برای آموزش استفاده شد. یافته ها: در آموزش 103 مورد زبانی فقط 9 مورد شکست در دو روش آموزشی دیده شد. سام با روش مداخله رفتاری، 9 شکست ( 5 مورد در مهارت تقلیدی_حرکتی و 4 مورد در مهارت تکرار کردن ) را تجربه کرد و مانی هیچ شکستی نداشت. نتیجه گیری: با وجود تفاوت ناچیز، به نظر میرسد آموزش به روش مداخله شناختی با شکست کمتری همراه است و برای به کارگیری در زبان آموزی کودکان در طیف اوتیسم با عملکرد بالا توصیه میشود.

کلیدواژه‌ها

20.1001.1.24765023.1396.3.11.3.6

عنوان مقاله [English]

Teaching English as a Foreign Language to High-Functioning Autistic Children

نویسندگان [English]

Neda Khodaverdi ¹
Hassan Ashayeri ²
parviz maftun ³

¹ ph.D Student of Department of English, Islamic Azad University,Science and Research Branch of Tehran, Tehran, Iran.

² Professor of Neurology, Iran University of Medical Sciences of Tehran, Tehran, Iran.

³ Associate Professor of English Language and Literature, Islamic Azad University, Science and Research Branch of Tehran, Tehran, Iran.

چکیده [English]

Introduction: As the number of people in autism spectrum disorder is increasing every day, the need for providing possibilities with regard to various teaching arenas including language learning is more being felt. The main aim of the present study was teaching English as a foreign language to children with high-functioning autism. Method: This qualitative case study investigated the effect of behavioral and cognitive coaching on teaching English to two verbal Persian-speaking language learners. The four skills of motor-imitation, echoic, tacting, and manding were used for teaching. Findings: The results showed that out of 103 language items, nine instances of failure were reported concerning both types of interventions. Sam who was taught based on behavioral intervention experienced nine instances failure (five instances in motor-imitation and four in echoic skill) and Mani none. Conclusion: Despite the slight differences, it seems that teaching based on cognitive intervention was more successful, and it can be recommended for teaching English to high-functioning autistic learners.

کلیدواژه‌ها [English]

Teaching a foreign language
Autism spectrum disorder
high-functioning autism
behavioral intervention
cognitive intervention

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