Anchored Instruction Approach To Design Of English Reading Class For Deaf Students

With the constant progress of the society, special education andinternational exchanges become more frequent. English gradually manifests itscurriculum value. Teachers have paid more attention to training students readingability in recent two years. Evaluation criterion of whether deaf students Englishreading ability has been improved is no longer simply by looking at their lexicalchange or the understanding of simple sentences. The current teaching materials andcollege entrance examination gradually have attached greater importance to thestudents understanding of the problems and the problem solving ability as well.Anchored Instruction Approach is based on the actual events or real lifesituation. In spite of the fact that the deaf learners have poor language skills andrestricted thinking because of their physical defects, their intuitive capability is by nomeans weaker than ordinary learners. As Anchor Instruction Approach gives priorityto visual image and focuses on creating thinking situation and accumulation ofperceptual experience, it is more suitable for deaf learners’ cognition. If the Englishreading class is organized in this way, it will meet the needs of the deaf learners.Having observed the cognition characteristics of the deaf learners, the author chosethe Anchored Instruction Approach in the English reading teaching and research.The paper consists of five parts. Part One raises the research questions onthe basis of the school teaching history for the deaf, its English curriculum andrelated research.Part Two is the literature review, including basic meaning, basic principles,basic link and teaching objectives of Anchored Instruction Approach, its currentdomestic and international research status and its theoretical effect on the laterteaching practice.Part Three is the author’s research investigation personal research ideas.From the deaf learners’ reading practice, their characteristics, the teaching contentand objectives, the author has designed a suitable teaching mode for deaf school,which contains practical teaching situation, problem solving and classroom activities.Part Four is the author’s practice, such as questionnaire survey, the choiceof the teaching material based on the feedback of the questionnaires. Meanwhile theauthor has conducted a series of practical classroom reading activities and made ananalysis of these activities.Part Five mainly explains the author reflection and outlook after carryingout the Anchored Teaching Approach.The research has proved as follows:1.In the school for the deaf Anchored Teaching Approach is applicable to thefirst class.2.Anchored Teaching Approach has some superiority to other approachesbecause it helps the deaf learners to make up of their physical defects.3.Anchored Teaching Approach is easily neglected in deaf school Englishteaching.4.Anchored Teaching Method has some unexpected results in the Englishlanguage teaching in deaf school.