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2. Foreign Language Vocabulary Acquisition and Dyslexia

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2. Foreign Language Vocabulary Acquisition and Dyslexia Master’s Degree in Language Sciences Final Thesis Teaching English Vocabulary and Dyslexia: Didactic Proposals for an Inclusive and Accessible Foreign Language Education Supervisor Ch. Prof. Fabio Caon Assistant supervisors Ch. Prof. Fabiana Fazzi Ch. Prof. Carlos Melero Graduand Giulia Arrigoni Matriculation number 864513 Academic Year 2017 / 2018 2 Abstract The aim of this thesis is to plan activities adequate for both dyslexic and non-dyslexic students with the specific objective of teaching English vocabulary. After a brief review of the history of research on dyslexia, a comprehensive overview of the main explanatory hypotheses formulated about developmental dyslexia on different levels of analysis (cognitive, cerebral, and neurological) will be provided. Afterwards, the key aspects of foreign language vocabulary knowledge and the factors influencing its acquisition will be explored, while making specific considerations about the role of dyslexia. Subsequently, the principles of inclusive and accessible foreign language education will be outlined, accompanied by a selection of vocabulary teaching techniques recommended when dyslexia is involved. In conclusion, a practical realisation of what was discussed throughout the study will be presented in the form of two didactic proposals planned in compliance with the principles of inclusive and accessible education, and aimed at teaching English vocabulary for two different types of proficiency levels: elementary and intermediate students. 3 Table of Contents Introduction ......................................................................................................................................... 7 1. Dyslexia ..................................................................................................................................... 10 1.1. Literature review: a brief history of research on dyslexia ............................ 10 1.2. Explanatory frameworks and levels of analysis of developmental disorders ......................................................................................................................................................................... 17 1.3. Cognitive level explanations of developmental dyslexia ...................................... 19 1.3.1. Phonological Deficit hypothesis ............................................................................. 19 1.3.2. Double Deficit hypothesis ......................................................................................... 20 1.3.3. Automatization Deficit hypothesis ........................................................................ 21 1.4. Brain level explanations of developmental dyslexia .............................................. 23 1.4.1. Cerebral Cortex hypotheses .................................................................................... 23 1.4.2. Magnocellular Deficit hypothesis .......................................................................... 24 1.4.3. Cerebellar Deficit hypothesis .................................................................................. 26 1.5. Neural Network level explanations of developmental dyslexia......................... 29 1.5.1. Specific Procedural Learning Deficit hypothesis ............................................. 29 1.5.2. Delayed Neural Commitment hypothesis .......................................................... 34 2. Foreign Language Vocabulary Acquisition and Dyslexia ................................ 39 2.1. The Communicative Competence Model..................................................................... 39 2.2. Vocabulary: what is a word? ............................................................................................ 41 2.3. Learning Vocabulary: what does it mean to know a word?................................. 44 2.3.1. Receptive/Productive distinction ......................................................................... 44 2.3.2. Aspects of Word Knowledge: Form, Meaning, and Use ................................ 44 2.4. Intralexical Factors .............................................................................................................. 50 2.5. The Influence of L1 .............................................................................................................. 55 2.6. The Role of Memory ............................................................................................................ 58 2.7. The incremental nature of vocabulary knowledge ................................................. 61 4 2.8. Vocabulary attrition and long-term retention .......................................................... 62 2.9. Individual differences ......................................................................................................... 63 3. Foreign Language Vocabulary Teaching and Dyslexia ..................................... 65 3.1. Inclusive and Accessible Language Education ................................................... 65 3.2. Needs Analysis ................................................................................................................ 67 3.3. Methodological Aspects ............................................................................................... 69 3.3.1. Teaching Vocabulary .................................................................................................. 72 3.4. Vocabulary Teaching Techniques .................................................................................. 74 3.5. Assessing Vocabulary Knowledge ................................................................................. 79 4. Teaching English Vocabulary: accessible didactic proposals for foreign language acquisition ................................................................................................................................ 82 4.1. EFL Vocabulary Teaching Activities for Elementary Level Students ............... 83 4.1.1. Activity 1 – Presentation of new vocabulary .................................................... 83 4.1.2. Activity 2 – Expansion and practice of new vocabulary ............................... 85 4.1.3. Activity 3 – Vocabulary practice ............................................................................ 87 4.2. EFL Vocabulary Teaching Activities for Intermediate Level Students ............ 90 4.2.1. Activity 1 – Express opinion, agree, disagree. At home activities ............. 91 4.2.2. Activity 2 – Express opinion, agree, disagree. In class activities ............... 95 4.2.3. Activity 3 – Phrasal Verbs. At home activities .................................................. 96 4.2.4. Activity 4 – Phrasal Verbs. In class activities .................................................... 99 5. Conclusion ...................................................................................................................................101 6. Bibliography ...............................................................................................................................104 Appendix 1 .......................................................................................................................................115 Appendix 2 .......................................................................................................................................120 Appendix 3 .......................................................................................................................................128 Appendix 4 .......................................................................................................................................138 Appendix 5 .......................................................................................................................................146 5 Appendix 6 .......................................................................................................................................152 6 Introduction More than one hundred years of research on dyslexia have led to a tremendous amount of findings, evidence, and knowledge about the cognitive, behavioural, psychological, and neurobiological aspects that characterise individuals born with this specific learning difference which poses significant challenges in terms of acquisition of new knowledge and skills. As dyslexia primarily affects language skills – reading and writing in particular – in terms of both receptive (decoding and comprehension) and productive (coding and integration of meanings) processes, the typical difficulties experienced by dyslexics emerge in the school environment when reading instruction begins. However, the challenges posed by dyslexia represent a life-long condition which not only influence one’s academic career, but also their professional and everyday life. Nevertheless, when dyslexia is identified and assessed at an early stage (beginning of primary school, or even kindergarten), and if adjustments and accommodations in the teaching process and environment are promptly implemented in order to remove the barriers set up by mainstream education, there is no reason why a dyslexic student could not achieve successful results as their non-dyslexic peers. Much has been accomplished, and yet much still has to be done for students with dyslexia who approach the study of a foreign language. If we consider the unequivocal statement according to which «the ability to speak foreign languages constitutes [a] prerequisite of success in our fast-developing, multilingual society» (Nijakowska 2010, vii), and
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