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，我研究了不同类型的第二语言（L2）语法输入是如何处理的。这涉及到测量学习者在不同输入条件下注意输入以获得目标语法结构的能力以及工作记忆容量如何影响这一过程。研究结果表明，学习者需要大量的教师支持，引导他们的注意力投入的相关方面，成功的学习发生。研究结果也挑战了现有的假设，即学习者可以发展他们的语法知识在L2没有太多的支持，从教师。关于学习者的工作记忆能力如何影响输入加工的研究结果表明，工作记忆能力高的学习者更容易成功地加工输入。这些发现可以解释与学习者如何与特殊学习障碍，如阅读障碍学习其他语言。现有的研究表明，阅读障碍者的工作记忆能力较低，因此他们在学习其他语言时面临困难。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L2输入。该项目的目的是通过教师培训员向英语教师传达这些调查结果，从而在斯里兰卡学校一级对英语教学方法进行可持续的改革。斯里兰卡目前的英语教师培训计划很少提高教师对第二语言习得领域的前沿研究以及特殊学习语言对语言学习的影响的认识。因此，教师培训员/教师通过该项目接受的培训将有助于他们应用最新的语法教学方法以及包容性做法，帮助有特殊学习障碍的学习者成功地学习其他语言。该项目将培训CA。在斯里兰卡的100名英语教师培训员，他们分布在30个培训中心，该项目计划通过他们向全国的英语教师传播我的研究成果。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将包容性做法和最新语法教学方法纳入政策/课程设计和高风险考试的重要性的认识。

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.