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Specific learning difficulties in second language learning and teaching

Published online by Cambridge University Press:  27 February 2020

Judit Kormos
Judit Kormos*
Affiliation:
Department of Linguistics and English Language, Lancaster University, UK
*
Email: j.kormos@lancaster.ac.uk
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Extract

Individual differences that have an impact on the processes and outcomes of second language (L2) learning have been thoroughly investigated; but, until recently, the study of language learners with additional needs was at the periphery of both second language acquisition (SLA) and language teaching pedagogy (e.g. Nijakowska, 2010; Kormos & Smith, 2012; Kormos, 2017). Specific learning difficulties (SLDs), which affect between 5 and 15% of the population (Drabble, 2013), often have an impact on how additional languages are acquired. Therefore, in order to create an inclusive language learning context and set up effective instructional programmes, it is essential to understand how children with SLDs develop their competence in additional languages.

Information

Type
Research Timelines
Information
Language Teaching , Volume 53 , Issue 2 , April 2020 , pp. 129 - 143
Copyright
Copyright © Cambridge University Press 2020

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