A Usage-Based and Neurocognitive Approach to the Learning of English as a Foreign Language With Deaf and Hard of Hearing Students： A Case Study  

作　　者：Patricia Alejandra Munoz 

机构地区：[1]Universidad Nacional de San Juan, San Juan, Argentina

出　　处：《US-China Foreign Language》2016年第9期630-643,共14页美中外语（英文版）

摘　　要：This paper presents a section of the thesis： Teaching English as a foreign language to deaf and hard of hearing children included in regular education in the city of San Juan, Argentina. This is an exploratory-descriptive research based on a case study. The subjects are students with a hearing loss ranging from moderate to severe. The instruments used are school documents （students tests, lesson planning, etc.）, records obtained from non-participant observation, and interviews. Data were analyzed using ATLAS-ti software. This work is based on the theoretical assumptions of neurocognitive linguistics, and the theory of usage-based acquisition. In this presentation, we analyze the written productions of four deaf and hard of hearing students learning EFL in regular schools. One of the main contributions of this research is that making use of cognitive-based theories could be beneficial to EFL teaching to deaf and hard of hearing students.

关 键 词：DEAF hard-of-hearing EFL foreign language neurocognitive linguistics usage-based 

分 类 号：TP311.52[自动化与计算机技术—计算机软件与理论] TU991.24[自动化与计算机技术—计算机科学与技术]