Selected aspects of creative drama and special needs learners in foreign language education
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The main contribution of the article is the theoretical foundations and research results, which are presented in the context of teaching English as a foreign language to students with attention deficit hyperactivity disorder (ADHD). This article presents a selection of data from a longitude research project that took three years. In particular, it emphasizes the ability of a student with ADHD to respond in a foreign language and the ability to work in that language in a school setting. The article defines the main characteristics of students with ADHD and describes creative drama as an innovative approach to teaching foreign languages. The empirical data of a conducted research are presented. The empirical study was carried out in a secondary public school in the south of Slovakia. The sample for the study was carefully selected, and all data was kept in complete confidentiality. Further research and results are discussed in the following monograph written by the author.
Foreign language education, creative drama, students with adhd
Короткий адрес: https://sciup.org/147234025
IDR: 147234025 | DOI: 10.14529/ped210210
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