Report of learning experiences in didacticalconditions for teaching grammar, vocabulary, and pronunciation to Katty, a student with dyslexia

Résumé 0

.Due to the need for recent literature regarding teaching EFL in Costa Rica to students with dyslexia, in addition to establish which are the most effective didactic conditions for teaching of grammar, vocabulary, and pronunciation, a qualitative Action Research case study was developed for an intermediate level EFL course in and adult program in a public univerisity in Costa Rica. Reading and pronunciation difficulties, and affective variables such as motivation, anxiety, and positive feedback from her teacher were considered. Information was collected through in-depth interviews, teacher logs, and the student's assessment activities during 14 weeks in collaboration with her teacher. Standard modifications such as reduced number of items and longer time for answering questions were applied. As for results, the most successful didactic conditions for oral activities were sitting arrangements, peer interaction, repetition of instructions, teacher praise, and tutorial sessions with the researcher. However, didactic conditions and strategies like repetition and practice, or using native language for explaining grammar did not contribute to correct spelling and passing grades in written grammar exercises. Although phonetic drilling was effective for the pronunciation of /s/, /∫/, and /t∫/ in isolated phonemes and words, no improvement was observed during actual conversations. As an affective by-product, the student's self-confidence increased. This study concludes that lesson planning based on strategies, persistence, and rapport between student and teacher play a central role in successful and meaningful learning. Family and school community support also benefit both student and teacher.