Benefits of autonomy in a synesthetic learner

awareness and understanding of learning styles conditioned by grapheme-colour synaesthesia

Leja Dvoršek (Author), Eva Sicherl (Mentor)

Abstract

Grapheme-colour synaesthesia is firmly linked to a written text and thus offers the possibility of being utilized by grapheme-colour synaesthetes as a tool for learning a (foreign) language. This M. A. thesis examines and compares cognitive processes of two grapheme-colour synaesthetes as learners of English as L2. Through the method of a closed interview, it first evaluates the scope and workings of the participants’ synaesthetic perceptions (e.g. whole-word colour, effect of neighbouring letters, focus on morphemes, etc.), and secondly, it examines possible unique learning strategies based on associations between concurrent colours and the mental imagery of words. In other words, it examines how a grapheme-colour synaesthete perceives letters in a word, and how he/she can use the perceived colours as a mnemonic aid, especially in the English language, which is orthographically complex. The findings show that grapheme-colour synaesthesia has great potential to be consistently used as a mnemonic aid. However, identifying synaesthesia should first become a common practice in schools, in order for the synaesthetes to start actively utilizing it. Autonomy in the creation of one‘s own learning strategy, supported by one’s perceived concurrent colours, is of great importance due to the idiosyncratic nature of synaesthetic perceptions.

Keywords

associative learning;mnemonic device;English as L2;

Data

Language:	English
Year of publishing:	2022
Typology:	2.09 - Master's Thesis
Organization:	UL FF - Faculty of Arts
Publisher:	[L. Dvoršek]
UDC:	811.111'243:37.091.3(043.2)
COBISS:	98954499
Views:	152
Downloads:	27
Average score:	0 (0 votes)
Metadata:

Other data

Secondary language:	Slovenian
Secondary title:	Koristi avtonomije pri sinestetskem učencu
Secondary abstract:	Grafemsko-barvna sinestezija je tesno povezana s pisanim besedilom, zaradi česar ima potencial kot orodje sinestetov pri učenju (tujega) jezika. V nalogi raziščem in primerjam kognitivne procese dveh grafemsko-barvnih sinestetov, ki se učita angleščino kot tuji jezik. Z metodo zaprtega intervjuja najprej ocenim obseg in delovanje sinestetskih zaznav obeh udeležencev (npr. barva celotne besede, učinek sosednjih črk, osredotočenost na morfeme, itd.), nato pa še preverim možne edinstvene učne strategije, ki temeljijo na asociacijah med dojetimi barvami in mentalnimi slikami besed. Povedano drugače, v nalogi preverim kako grafemsko-barvni sinestet zaznava črke v besedi in kako lahko zaznane barve uporabi kot mnemotehnično sredstvo, zlasti pri ortografsko zapletenem angleškem jeziku. Moje ugotovitve nakazujejo, da ime grafemsko-barvna sinestezija velik potencial za uporabo kot mnemotehnično sredstvo. Vendar pa bi morala identifikacija sinestezije najprej postati stalna praksa v šolah, da bi jo lahko ti učenci aktivno uporabili. Avtonomija pri zasnovanju lastne učne strategije, ki temelji na zaznavanih barvah, je osnovnega pomena zaradi svojevrstne narave sinestetskih zaznav.
Secondary keywords:	grafemsko-barvna sinestezija;asociativno učenje;mnemotehnično sredstvo;angleščina kot tuji jezik;magistrska dela;
Type (COBISS):	Master's thesis/paper
Study programme:	0
Embargo end date (OpenAIRE):	1970-01-01
Thesis comment:	Univ. v Ljubljani, Filozofska fak., Oddelek za anglistiko in amerikanistiko
Pages:	71 str.
ID:	14594463