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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Article
Author(s)
XIA Wu-yang
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DOI:10.17265/1539-8080/2017.04.002
Affiliation(s)
College of Education, the University of Sunderland, the UK
ABSTRACT
This paper studies the strategies of English communicative activities for hearing-impaired secondary school students from the perspective of Task-Based Language Teaching (TBLT), focusing on the status quo of the English teaching, research for the students with hearing impairment, and the purposes of using these classroom English communicative activities as effectively evidenced by English teaching practice worldwide. These communicative teaching activity strategies, in the opinion of the author, will effectively improve not only the English communicative skills but also the cross-culture communication competence of the students with hearing disability.
KEYWORDS
TBLT, hearing-impaired students, English, communicative competence, strategies
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References
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WANG, Z. S. (2014). A review of researches into English teaching for deaf students in China. Chinese Journal of Special Education (Monthly), 3, 18.
Wehmeier, S. (2004). Oxford advanced learner’s English-Chinese dictionary. Beijing: The Commercial Press.
YANG, X. Y. (2010). A research on improving the effectiveness of English vocabulary teaching for the deaf. Chinese Journal of Special Education (monthly), 2(2), 16-18.
ZOU, W. C. (2008). Developing professional skills of teaching foreign languages. Beijing: Higher Education Press.
Cawthorn, I., & Chambers, G. (1993). The special needs of the foreign language learner. Language Learning Journal, 1, 25.
Dennick, R. (2012). Twelve tips for incorporating educational theory into teaching practices. Medical Teacher, 34, 618-624.
DENG, D. X. (2011). New English curriculum in high school: Ideas and practice. Chengdu: Sichuan Education Press.
Ellis, R. (2003). Task-based language learning and teaching. Oxford: Oxford University Press.
Fodor, J. A. (1983). The modularity of mind. Cambridge, MA: MIT Press.
Halliday, M. A. K. (1979). Towards a sociological semantics (extracts). In C. J. Brumfit and K. Johnson (Eds.), The communicative approach to language teaching. Oxford: Oxford University Press.
Harmer, J. (2001). The practice of English language teaching (3rd ed.). Essex: Pearson Education.
Hedge, T. (2000). Teaching and learning in the language classroom. Oxford: Oxford University Press.
Howatt, A. P. R. (1984). A history of English language teaching. Oxford: Oxford University Press.
Johnson, R., Liddell, S., & Erting, C. (1989). Unlocking the curriculum: Principles for achieving access in deaf education. In E. Thomas (Ed.), Gallaudet research institute working paper series. Washington: Gallaudet Research Institute.
Leaver, B. L., & Willis, J. R. (2004). Task-based instruction in foreign language education: Practices and programs. USA: Georgetown University Press.
LI, M. (2013). A comparison between English and Chinese in English teaching at schools for the deaf. Journal of Tanbian Educational College, 2, 92-93.
LI, X. (2015). A study of English teaching at schools for the deaf based on the communicative approach. Journal of Changchun Education Institute, 9, 104.
LUO, D. (2007). A study on English learning strategies of deaf students in secondary education. Modern Special Education, 7, 55.
Martin, J. (2002). Teaching English to disabled students: General comments on teaching ESL to deaf students. Perspective in Education and Deafness, 11, 1.
Maxwell, M. (1984). A deaf child’s natural development of literacy. Sign Language Studies, 44, 191-224.
Ofsted. (2010). The special educational needs and disability review. London: DFE.
Stern, H. H. (1992). Issues and options in language teaching. P. Allen and B. Harley (Eds.). Shanghai: Oxford University Press and Shanghai Foreign Language Education Press.
Stokoe, W. (1980). Sign and culture: A reader for students of American sign language. Silver Spring, Maryland: Linstok Press.
Ur, P., & Wright, A. (1992). Five minute activities. Oxford: Oxford University Press.
WANG, Q. (2006). A course in English language teaching. Beijing: Higher Education Press.
WANG, Y. (2016). A survey of the practice of English teaching in schools for the deaf based on the theory of constructivism. Modern Special Education, 7, 56-57.
WANG, Z. S. (2014). A review of researches into English teaching for deaf students in China. Chinese Journal of Special Education (Monthly), 3, 18.
Wehmeier, S. (2004). Oxford advanced learner’s English-Chinese dictionary. Beijing: The Commercial Press.
YANG, X. Y. (2010). A research on improving the effectiveness of English vocabulary teaching for the deaf. Chinese Journal of Special Education (monthly), 2(2), 16-18.
ZOU, W. C. (2008). Developing professional skills of teaching foreign languages. Beijing: Higher Education Press.