The implications of learning disabilities on foreign language learning
Session
Education and Development
Description
The aim of this article is to review the literature on the implications of learning disabilities (LD) on foreign language (FL) learning. Learning an FL is an increasingly important part of education worldwide. With the rise of the number of students that learn FLs, so has the amount of research that provides different explanations as to why some students face difficulties, do not perform well, or even fail FL courses. Generally, the following factors were taken into consideration: foreign language aptitude, lack of motivation, poor attitude, increased level of anxiety, personality and mismatch of teacher-student learning styles, and learning strategies. This article reviews the existing literature which focuses on cognitive variables, affective variables, and native language differences. It also proposes ways in which effective teaching methods can be devised to identify and help at-risk FL students.
Keywords:
language learning disability; foreign language learning; instructional modifications.
Session Chair
Alma Lama
Session Co-Chair
Feride Lohaj
Proceedings Editor
Edmond Hajrizi
ISBN
978-9951-437-96-7
Location
Lipjan, Kosovo
Start Date
31-10-2020 10:45 AM
End Date
31-10-2020 12:15 PM
DOI
10.33107/ubt-ic.2020.136
Recommended Citation
Hashani, Vjosa, "The implications of learning disabilities on foreign language learning" (2020). UBT International Conference. 110.
https://knowledgecenter.ubt-uni.net/conference/2020/all_events/110
The implications of learning disabilities on foreign language learning
Lipjan, Kosovo
The aim of this article is to review the literature on the implications of learning disabilities (LD) on foreign language (FL) learning. Learning an FL is an increasingly important part of education worldwide. With the rise of the number of students that learn FLs, so has the amount of research that provides different explanations as to why some students face difficulties, do not perform well, or even fail FL courses. Generally, the following factors were taken into consideration: foreign language aptitude, lack of motivation, poor attitude, increased level of anxiety, personality and mismatch of teacher-student learning styles, and learning strategies. This article reviews the existing literature which focuses on cognitive variables, affective variables, and native language differences. It also proposes ways in which effective teaching methods can be devised to identify and help at-risk FL students.