ASPERGER SYNDROME SECOND LANGUAGE LEARNERS’ COMPREHENSION AND ORAL PRODUCTION IN STORYTELLING CLASSES: A CASE STUDY

Abstract

Individuals with Asperger Syndrome (AS) often face difficulties in social communication and language skills, encompassing comprehension and production in both their first and second languages. English as a second language has been one of the most common communication tools and a school subject for decades in Asia; therefore, mastering English becomes crucial including individuals with AS. Prior studies on AS focused on first language development in adolescence. However, few explored second language learning especially the comprehension and oral production in preschoolers in a storytelling class— This study aimed to investigate the comprehension and oral production of a Taiwanese learner with AS in a storytelling setting. Data collection included a questionnaire, close-ended and open-ended questions related to storybooks, classroom observations, self-reports from the participant’s mother, and clinical consultation documents. The study found that the participant with AS exhibited a higher level of interest in learning a second language, English, in storytelling classes. Moreover, he could comprehend the stories and answer related questions with a moderate to high degree of accuracy. These findings provide valuable insights for educators to guide and teach the second language within storytelling contexts to young learners with AS to not only motivate them but also support the young learners’ development of comprehension and oral production in a second language.

Keywords

• asperger syndrome
• storybooks
• storytelling
• comprehension
• oral production