Features of teaching foreign language students with the manifestation of semantic and agrammatic dyslexia
The article is devoted to the problem of teaching foreign language to students of a non-linguistic university with manifestations of semantic and agrammatic dyslexia. Today, this problem is poorly understood, which does not indicate its irrelevance. The main content of the article is a description of the signs of dyslexia and its causes, starting from the early years of a child development; defects and retardation in writing and reading, a description of the errors made when reading; possible manifestations of dyslexia in a foreign language among students of non-linguistic universities. Considerable attention is paid to the methods of working with students of a technical university to overcome their difficulties in learning a foreign language (English). Methods for differentiating of a low degree of learning a foreign language and manifestations of dyslexia are proposed; the methodological techniques developed to overcome this disorder among students when they learn a foreign language are described; the practical experience of experimental work carried out in this direction in one of the universities of St. Petersburg is described. In conclusion, the article presents guidelines for working with students with manifestations of dyslexia. The approach described in the article may be of interest both to specialists in the field of dyslexia and to teachers of foreign languages in non-linguistic universities.