Color Schemata Designed for Delayed-language Students

By Salinee Antarasena.

Published by The Humanities Collection

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

When lengthy grammatical explanation in written language is impossible to comprehend by sight alone. When neither sign language nor vibratory patterns can allow nonhearing students to acquire the morphology and syntax of English equivalent to their hearing peers in the same grade level, nonhearing Thai natives in their compulsory school years face tough challenge to meet the standards set by Ministry of Education of Thailand. This study first examined the perceptions of English acquisition (EFL) in nonhearing students studying at Setsatien School for the Deaf, and a set of color schemata common to their perceptions were then invented to explain fundamental sentence construction and verb tenses. Twenty-two nonbearing students were divided equally into experimental group and control group. The control group students were instructed in their traditional teaching method using sigh language and Thai-translated English grammar books while the experimental group used the color schemata. Both groups were exposed to 2-hr English session weekly. After 20 hours, results indicated that only the experimental group could demonstrate fundamental English narrative writing skill without assistance. Implications of this study suggest wider use of schemata for students with English literacy delay and a pilot study examining the use of color schema in delayed-language students enrolled in English writing courses at Ramkhamhaeng University was added, along with a sample of grammar book using color schemata explanation. The study suggests a new approach to English teaching that not only eliminates verbal and written explanation and prevents the students from cross-language confusion during their English acquisition process, but also designs English courses that both nonhearing students and delay language students could learn the same way as their peers in the same grade level do.

Keywords: Cross-language Confusion, Delay Language Students, Color Schemata

International Journal of the Humanities, Volume 8, Issue 11, pp.1-8. Article: Print (Spiral Bound). Article: Electronic (PDF File; 4.420MB).

Dr. Salinee Antarasena

Lecturer, Department of English and Linguistics, Faculty of Humanities, Ramkhamhaeng University, Bangkok, Bangkok, Thailand

Salinee Antarasena holds MA and Ph.D. both in Creative Writing from Macquarie University, Sydney. After she won a Thai Government Scholarship in 2000, she decided to become a lecturer for the Department of English and Linguistics at Ramkhamhaeng University, where there are a large number of students with special needs as well as assistive equipments. Her past research focused on color perceptions and color categorization in advertising created by the blind, which was awarded in European Conference in 2008 and her current studies, in cooperation with Otolaryngology Institute of Thailand and Setsatian school for the Deaf, focus on individual differences in language acquisition especially in those with hearing impairment and hearing loss and with cochlear implants. She received a Young Alumni Award for an outstanding Thai alumnus who has made a significant contribution to relations between Thailand and Australia in 2009.

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