Event Title

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

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Oct 31st, 10:45 AM Oct 31st, 12:15 PM

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.