Harrath, FatihaGuerrah, ImanHamadouche, Mokhtar2020-01-302020-01-302019http://hdl.handle.net/123456789/9015Visually impaired students face more difficulties while learning a foreign language compared to sighted ones, mainly due to the lack of visual input. When it comes to vocabulary learning, for instance, relying on visual aids (pictures, videos, maps...etc) is not an option. Accordingly, this study aims at providing evidence that visually impaired students can compensate for the vision handicap if they can make the best use of their other senses, especially listening. In other words, it aims to investigate the effectiveness of using audio script in boosting the acquisition of vocabulary of visual impairment. Furthermore, it seeks to sensitize teachers of visually impaired persons about the significance of their students' strong listening skill in order to adopt the right techniques and strategies of teaching. In order to achieve the aims of the study, an interview and a pre-experimental research design were opted for. The interview was conducted with four teachers of foreign languages from the centre of visually impaired to obtain in-depth knowledge about the teaching practices. Moreover, the pre-experimental study was conducted to measure students' progress. The interview results show that visually impaired teachers are familiar with their students' strong auditory abilities; however, they do not rely frequently on extensive listening as a teaching method basically because of the lack of tools and materials. Whereas, the experimental study results reveal that the intensive use of audio scripts has a significant effect in improving visually impaired students vocabulary acquisition. Based on the present study findings it is preferable to teach visually impaired students English vocabulary through the intensive use of audio-scripts.enListening comprehensionVocabulary acquisitionVisually impaired LearnerOther