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A Study of Teaching Functional English Writing Skill to Hearing-Impaired Students
XIA Wu-yang
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DOI:10.17265/1539-8080/2019.01.004
Leshan Special Education School, Leshan, Sichuan, China (614000)
The writing activities of English teaching for hearing-impaired students in Chinese special education schools are mainly based on the chosen topics given by the teacher teaching the course in light of the regular English Curriculum. These selected topics are often not only rigid but also unrelated to the lives of the students at large. As a result, the writing activities often make students lose interest in English writing in general and yield poor writing results. As such, this paper has come up with some useful and effective evidence-based activities for teaching functional English writing skills closely linked to the lives of the hearing-impaired students at the special education school learning English as a foreign language (EFL). The same teaching strategy can also be applied to the English writing practice for the hearing-impaired students receiving inclusive education at the general school. These useful and effective activities have not only aroused the students’ strong interest in English learning but also improved their functional English writing skills which they can apply to their written English communication both in and out of the English classroom.
hearing-impaired students, English, functional writing, teaching
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