Inclusion of learners with specific learning differences in teaching English as a foreign language: A teacher training project for Sri Lanka

在我的博士研究中，我研究了如何处理不同类型的第二语言（L2）语法输入。这包括测量学习者在不同输入条件下为获得目标语法结构而注意输入的能力，以及工作记忆（WM）容量如何影响这一过程。研究结果表明，学习者需要教师的大量支持，以引导他们的注意力集中到输入的相关方面，从而成功地进行学习。这些发现也挑战了现有的假设，即学习者可以在没有老师太多支持的情况下在第二语言中发展他们的语法知识。学习者的信息处理能力对输入加工的影响研究结果表明，高信息处理能力的学习者在成功处理输入方面具有优势。这些发现可以解释与特殊语言障碍（如阅读障碍）的学习者如何学习其他语言有关。现有的研究表明，阅读障碍学习者的WM能力较低，因此他们在学习额外语言方面面临困难。我的研究结果加强了这些发现，因为我观察到具有高WM能力的学习者能够更好地处理第二语言输入。该项目的目的是通过教师培训师将这些发现传达给英语教师，从而在斯里兰卡的学校层面上实现英语教学方法的可持续变化。目前，斯里兰卡的英语教师培训项目很少提高教师对第二语言习得领域的前沿研究和外语学习障碍对语言学习的影响的认识。因此，教师培训师/教师通过该项目接受的培训将帮助他们应用最新的语法教学方法和包容性实践，帮助有特殊障碍的学习者成功学习其他语言。该项目将在斯里兰卡培训大约100名英语教师培训师，他们分布在30个培训中心，通过这些培训中心，该项目计划将我的研究成果传播给全国的英语教师。该项目还将提高该国学校校长、政策规划者和语言测试机构对在政策/课程设计和高风险考试中纳入包容性实践和最新语法教学方法的重要性的认识。

In my PhD research, I studied how different types of second language (L2) grammar input are processed. This involved measuring learners' ability to pay attention to input in order to acquire a target grammatical construction in different input conditions and how working memory (WM) capacity influences this process. The findings showed that learners need a lot of teacher support in terms of directing their attention to the relevant aspects of input, for successful learning to take place. The findings also challenged the existing assumption that learners can develop their grammatical knowledge in an L2 without much support from the teacher. The results related to how WM capacity of learners influences input processing indicated that learners with high WM abilities are advantaged in processing input successfully. These findings can be interpreted in relation to how learners with SpLDs, such as dyslexia learn additional languages. The existing research on SpLDs indicates that dyslexic learners have a lower WM capacity and thus they face difficulties in learning additional languages. The results of my study strengthen these findings since I observed that learners with high WM abilities are better able to process L2 input. The aim of this project is to convey these findings to English language teachers through teacher trainers and thus make sustainable changes in English language teaching methodology at school level in Sri Lanka. The current English language teacher training programmes in Sri Lanka rarely raise teachers' awareness of cutting-edge research in the field of L2 acquisition and the impact of SpLDs on language learning. Thus the training that the teacher trainers/teachers receive through this project will assist them to apply up-to-date grammar teaching methods as well as inclusive practices to help learners with SpLDs learn additional languages successfully. The project will train ca. 100 English language teacher trainers in Sri Lanka who are based in 30 training centres and through them the project plans to disseminate my research findings to English language teachers throughout the country. The project will also raise awareness among school principals, policy planners and language testing body of the country of the importance of incorporating inclusive practices and up-to-date grammar teaching methodology in policy/curriculum design and high-stakes exams.