Dane szczegółowe książki

Table of contents 10
Acknowledgements 20
Introduction 24
0.1. Purpose of the book 24
0.2. The contents of the book 38
0.3. Key concepts and terminology 40
Part one theoretical considerations 63
Chapter 1. Foreign language education in the European Union and visual impairment 65
1.1. Introduction 65
1.2. Legal and policy context 67
1.2.1. Special needs education 69
1.2.1.1. The right to education 74
1.2.1.2. The right to equality 75
1.2.1.3. The right to be part of society 75
1.2.2. Education of the visually impaired 85
1.2.3. Language education of the visually impaired 107
1.3. The European Union initiatives 127
1.3.1. Pedagogy and Language Learning for Blind and Partially Sighted Adults in Europe 129
1.3.2. Eurochance 138
1.3.3. Listen and Touch 147
1.3.4. Accessible Language Learning for Visually Impaired People 149
1.3.5. Per Linguas Mundi ad Laborem 157
1.3.6. European Language Portfolio for the Blind and Visually Impaired 164
1.3.7. LangSEN Project 172
1.4. Summary 175
1.5. Commentary 176
CHAPTER 2. The visually impaired as language learners: Selected issues 180
2.1. Introduction 180
2.2. Learning theory 182
2.2.1. Visual impairment affect on learning 185
2.2.2. Role of vision 188
2.2.2.1. Cognitive development 190
2.2.2.2. Motor development 196
2.2.2.3. Social-emotional development 206
2.2.2.4. Language development 219
2.2.2.4.1. Input 224
2.2.2.4.2. Echolalia 229
2.2.2.4.3. Verbalism 232
2.2.3. Sensory compensation in learning 236
2.2.4. Neurological considerations 241
2.3. Insights from first language acquisition implications for foreign language teaching 253
2.3.1. Phonological development 254
2.3.1.1. Sound perception 255
2.3.1.2. Sound production 257
2.3.2. Lexical development 260
2.3.2.1. Deictic and locational terms 262
2.3.2.2. Personal pronouns 265
2.3.2.3. Understanding concepts 268
2.3.2.4. Prototypical representations 271
2.3.2.5. Morphology 273
2.3.3. Syntax 275
2.3.4. Pragmatics 276
2.4. The visually impaired in foreign language classroom 282
2.4.1. Holistic education 282
2.4.2. Review of literature 284
2.4.2.1. Language programmes and teaching approaches 285
2.4.2.2. Language learning strategies 290
2.4.2.3. Cooperative learning 296
2.4.2.4. Instructional tactile materials 301
2.4.3. Correlates of foreign language achievement 308
2.4.3.1. Tailoring language education 308
2.4.3.1.1. Special didactic devices 309
2.4.3.1.2. Material adaptation 318
2.4.3.1.3. Individualised plans and curriculum 326
2.4.3.2. Language teachers 332
2.4.3.3. Affective factors 341
2.4.3.3.1. Self-esteem 343
2.4.3.3.2. Self-efficacy 352
2.4.3.3.3. Anxiety 356
2.43.3.4. Empathy 360
2.4.33.5. Motivation 364
2.4.3.3.6. Attribution and locus of control 376
2.4.3.3.7. Coping competence 381
2.4.3.3.8. Learner autonomy 392
2.5. Summary 400
2.6. Commentary 402
Part two empirical part 407
Chapter 3. Research: Selected affective factors and FL attainment of visually impaired learners 409
3.1. Introduction 409
3.2. Rationale for the study 411
3.3. Methodological considerations 413
3.4. Pre-empirical stage 419
3.4.1. Research ethics 421
3.4.2. Demarcation of the research 423
3.4.3. Problem identification 423
3.5. Empirical stage 427
3.5.1. Statement of the problem 427
3.5.2. Research objectives 429
3.5.3. Research questions and hypotheses 429
3.5.4. Conceptual framework 434
3.5.5. Research design 436
3.5.5.1. Operationalisation of variables 436
3.5.5.2. Methodology 441
3.5.5.3. Procedure and materials 442
3.5.5.4. Subject screening procedure 452
3.5.5.5. Research participants 454
3.5.5.6. Setting 468
3.5.6. Pilot study 469
3.5.7. Data analysis, presentation and interpretation 472
3.5.7.1. Coping Competence Questionnaire results 473
3.5.7.2. Autonomy Scale results 475
3.5.7.3. Locus of control questionnaire results 477
3.5.7.4. Achievement test results 482
3.5.7.5. CCQ-AT correlation results 484
3.5.7.6. AS-AT correlation results 486
3.5.7.7. LOC-AT correlation results 487
3.5.7.8. Interview results 489
3.5.8. Conclusions 512
3.5.9. Research limitations 513
3.5.10. Psychotherapy-based FL Teaching Model researcher’s proposal 516
3.5.11. Research implications 524
3.5.11.1. Language teachers 524
3.5.11.2. Decision makers 525
3.5.11.3. Family 526
3.6. Further research 528
3.7. Summary 528
3.8. Commentary 532
Final thoughts 541
Glossary of terms 545
Appendices 556
Appendix 1 556
Appendix 2 562
Appendix 3 564
Appendix 4 573
Appendix 5 579
Appendix 6 581
Appendix 7 584
Appendix 8 588
Appendix 9 598
Appendix 10 600
Abbreviation glossary 602
References 607
European documents websites 681
Websites of organisations used in the book 689
Index of names 693
List of tables 720
List of figures 722
Przypisy 723