College of Mount St. Joseph, Cincinnati, Ohio.
Ann Dyslexia. 1993 Dec;43(1):194-216. doi: 10.1007/BF02928182.
According to research findings, most students who experience foreign language learning problems are thought to have overt or subtle native language learning difficulties, primarily with phonological processing. A recent study by the authors showed that when a multisensory structured language approach to teaching Spanish was used with a group of at-risk high school students, the group's pre- and posttest scores on native language phonological processing, verbal memory and vocabulary, and foreign language aptitude measures significantly improved. In this replication and follow-up study, the authors compared pre- and posttest scores of a second group of students (Cohort 2) who received MSL instruction in Spanish on native language and foreign language aptitude measures. They also followed students from the first study (Cohort 1) over a second year of foreign language instruction. Findings showed that the second cohort made significant gains on three native language phonological measures and a test of foreign language aptitude. Follow-up testing on the first cohort showed that the group maintained its initial gains on all native language and foreign language aptitude measures. Implications for the authors' Linguistic Coding Deficit Hypothesis are discussed and linked with current reading research, in particular the concepts of the assumption of specificity and modularity.
根据研究结果，大多数经历外语学习问题的学生被认为存在明显或潜在的母语学习困难，主要是在语音处理方面。作者最近的一项研究表明，当一组高风险高中生采用多感官结构语言方法教授西班牙语时，该组在母语语音处理、言语记忆和词汇以及外语能力方面的前测和后测分数显著提高。在这项复制和后续研究中，作者比较了第二组（Cohort 2）学生在母语和外语能力方面接受 MSL 西班牙语教学前后的测试成绩。他们还跟踪了第一项研究（Cohort 1）的学生在第二年的外语教学中表现。研究结果表明，第二组在三项母语语音测试和一项外语能力测试中取得了显著进步。对第一组的后续测试表明，该组在所有母语和外语能力方面的初始成绩都得到了保持。作者的语言编码缺陷假说的影响进行了讨论，并与当前的阅读研究相关联，特别是特定性和模块化的概念。
