20Dec 2016

SILENT LEARNERS’ LANGUAGE COGNITION: A CONTENT ANALYSIS.

  • Faculty of Foundation Studies Gulf College, Muscat, Oman.
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The qualitative-content analysis study aimedto determine the cognition, comprehension, and common writing errors committed by the mute and hard-of-hearing learners. Also, it offered suggestions based on the analysis of the results. This study analyzed 10 short-term classroom assessments and learners’ 130-150 word essays. Results of the short-term classroom assessments showed the cognition and non-cognition of the different aspects of learning. Positively, mute and hard-of-hearing learners found no or little difficulty in picture name test, yes or no questions, comprehension test with model question, short anecdote reading comprehension, and present and past tenses of (be) verbs. However, they struggled in answering short-responses and were confused with matching type test. It was also observed that they developed techniques like crossing-out, ticking or putting numbers to guide them in choosing their answers. Further, they could draw common words which they knew but they were not conscious of the putting punctuations. In writing, they were comparable with the normal students. They committed misspelled words, omitted letters or words, and added words unnecessary words in a sentence.


[Ariel E. San Jose and Mohammed Galal. (2016); SILENT LEARNERS’ LANGUAGE COGNITION: A CONTENT ANALYSIS. Int. J. of Adv. Res. 4 (Dec). 43-56] (ISSN 2320-5407). www.journalijar.com


Ariel E. San Jose, PhD


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Article DOI: 10.21474/IJAR01/2362      
DOI URL: http://dx.doi.org/10.21474/IJAR01/2362