scholarly journals A Pilot Teaching Project, “Keeping Safe”, Exploring the Use of “Scratch 3” Computer Coding Files and Computer-Generated Music Files Created in “Sibelius”, to Support Young Adults with Language Learning Difficulties and Disabilities at Lambeth College, in South London

2019 ◽  
pp. 45-54
Author(s):  
Lloyd Mead ◽  
Lawrence Williams ◽  
Beth Mead
Keyword(s):  
Young Adults ◽  
Language Learning ◽  
Learning Difficulties

Recommending Intervention for Toddlers With Specific Language Learning Difficulties

1998 ◽  
Vol 7 (1) ◽  
pp. 23-32 ◽  
Author(s):  
Lesley B. Olswang ◽  
Barbara Rodriguez ◽  
Geralyn Timler
Keyword(s):  
Risk Factors ◽  
Language Learning ◽  
Language Impairment ◽  
Language Change ◽  
Learning Difficulties ◽  
Review Of The Literature ◽  
Child Behaviors ◽  
Specific Language ◽  
Learning Language ◽  
Predictors Of Change

This paper presents a review of the literature designed to identify child behaviors that shape a profile of toddlers who should receive intervention. The review presents empirically documented predictors of language change and risk factors for language impairment. It examines research addressing the children having difficulty learning language and children developing typically. The argument presented is that toddlers who exhibit few positive predictors of change and many risk factors are more likely to have a true impairment and need intervention than toddlers who exhibit many predictors of change and few risk factors. The review attempts to paint a profile of toddlers for whom treatment should be recommended and those for whom a watch and see approach should be followed.

Reading strategy training in second language contexts

1993 ◽  
Vol 16 (1) ◽  
pp. 71-82 ◽  
Author(s):  
Sara Cotterall
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Second Language Learning ◽  
Second Language Learners ◽  
First Language ◽  
Learning Difficulties ◽  
Reading Strategy ◽  
Strategy Training ◽  
Learning Context

Strategy training appears to be a promising means of assisting second language learners. However, strategy training operates within a context. If factors in that context are not considered, the training will not be successful. This paper discusses a number of insights highlighted by a reading strategy training study conducted in a second language (L2) setting. It cautions against the uncritical adoption of strategy training as a panacea for learning difficulties, and stresses the importance of recognising and taking account of factors in the second language learning context which may suggest modifications to procedures carried out successfully in first language (L1) settings.

Taalleerproblemen en het Ontwikkelen van een Nieuwe Leergang Engels

1998 ◽  
Vol 60 ◽  
pp. 39-45
Author(s):  
M.C.L.F. Hoeks-Mentjens
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Learning Difficulties ◽  
Independent Learning ◽  
Complex Task ◽  
Age Group ◽  
Dutch Government ◽  
Writing Course ◽  
Educational Programmes ◽  
The One

Since in 1993 the Dutch government set detailed goals for educational programmes on secondary schools for 14-year-olds, writing EFL materials has become an increasingly complex task for textbook writers. Not only are they supposed to deal with these new objectives, but they are also expected to cater for all pupils within that age-group and ensure that (teacher)independent learning can be achieved. Writing course books for all pupils implies writing for pupils with language learning difficulties as well. In a newly developed English course a distinction was made between dyslexic pupils, who experience purely phonological problems, on the one hand and poor language learners, who in addition are characterized by a poor general understanding on the other. In this article the editor of 'Worldwide', the new Dutch EFL course, reports on how the various elements mentioned above have been incorporated into the material.

scholarly journals A Study of the Difficulties in Learning of English Faced by Hindi and Urdu Speaking Students in India and Indian Expatriates in Saudi Arabia

2016 ◽  
Vol 8 (4) ◽  
pp. 29
Author(s):  
Qudsia Iqbal Hashmi
Keyword(s):  
Saudi Arabia ◽  
Second Language ◽  
Learning Environment ◽  
Language Learning ◽  
Learning Process ◽  
Second Language Learning ◽  
Learning Difficulties ◽  
English Learning ◽  
Statistical Inferences ◽  
Better Than

Main aim of the study was to explore and analyze the learning difficulties faced by Hindi and Urdu speaking-students in India and Indian expatriates in Saudi Arabia. It is generally felt that learning of English varies in different context. Learners having background of Urdu, Hindi differ on account of learning achievements. Similarly those who enjoy more English learning environment may perform better than their counterparts. In order to carry out the study, three types of subjects were purpose. The study, though was descriptive-qualitative in nature, quantification was used to arrive at statistical inferences. The results indicated that most of the learner’s problems arose due to L1 interference on second language learning process.

scholarly journals Language Learning Difficulties among Malaysian Gifted Students

2013 ◽  
Vol 9 (15) ◽  
Author(s):  
Melor Md Yunus ◽  
Ainil Sulaiman ◽  
Mohd Hasrul Kamarulzaman ◽  
Noriah Mohd Ishak
Keyword(s):  
Language Learning ◽  
Learning Difficulties ◽  
Gifted Students

scholarly journals KESULITAN BELAJAR SISWA DALAM PEMBELAJARAN BAHASA INDONESIA

LITERA ◽  
2017 ◽  
Vol 16 (1) ◽  
Author(s):  
Basuki Basuki ◽  
Yulinda Erma Suryani ◽  
Dwi Bambang P Setiadi
Keyword(s):  
High School ◽  
Computer Program ◽  
Language Learning ◽  
Learning Process ◽  
Learning Difficulties ◽  
Research Subjects ◽  
Learning Materials ◽  
Language Competencies ◽  
Bahasa Indonesia ◽  
Selection Of

AbstractThis study aims to describe students’ learning difficulties in the Indonesian language learning process at the senior high school. The research subjects were students of SMAN1 Klaten, SMAN 1 Karangnongko, and SMAN 1 Karangdowo. The data were collectedby means of tests and interviews. They were analyzed using qualitative and quantitativedescriptive techniques with the AnBuso computer program. The results of the dataanalysis show that the students have difficulties in: the language sub-competenciesof structure (61.07%) and vocabulary (52.6%); the language competencies of listening(41.88%), speaking (18.89%), reading (21.15%), and writing (20.02%); and the literarycompetency at the levels of information (45.69%), concepts (40.9%), perspectives (41.74%),and appreciation (47.1%). These show that the difficulties are evenly distributed on thevarious components of learning materials, both for language and literary competencies, sothat the solutions must be comprehensive including the selection of learning methods.Keywords: learning difficulties, competencies, Indonesian language

scholarly journals Difficulties in English Language Learning for Students with Dyslexia

SEEU Review ◽  
2019 ◽  
Vol 14 (1) ◽  
pp. 196-206
Author(s):  
Alma Lama
Keyword(s):  
Language Learning ◽  
Learning Style ◽  
Inclusive Education ◽  
English Language ◽  
Science And Technology ◽  
Learning Difficulties ◽  
Ministry Of Education ◽  
The Right ◽  
Education Science ◽  
Specific Learning

Abstract Teachers always try to give their best to educate all students that have been entrusted to them! Knowing that everybody has the right to learn and be well educated, the Ministry of Education, Science, and Technology after the war took considerable actions in an effort to promote inclusive education in the Kosovo education system (Ministry of Education, Science, and Technology, 2007). However, teachers are facing different challenges while trying to teach students with mild or moderate specific learning difficulties together with those who don’t have learning difficulties. Understanding specific learning difficulties may not be hard but handling it is a great challenge. So what are specific learning difficulties? This research studies specific areas of inclusive education based on the difficulties students have while learning English Language, how to deal with these difficulties, how can inclusive practices within the school help, what practical teaching approaches can be used, what teaching methods are used or can be used in the inclusive classes in order to come to a conclusion of what can be done more about inclusiveness and understand the importance of inclusive education not only in the centers where the work is done but throughout Kosovo. Remember: Students with specific learning difficulties are just like you and me, they just have a different learning style!

scholarly journals Language Learning Difficulties Reported by Beginner-Level Learners of Arabic Using Online Tools

2020 ◽  
Vol 11 ◽  
pp. 19-35
Author(s):  
Mahmoud Amer
Keyword(s):  
Language Learning ◽  
Learning Difficulties ◽  
Online Supplementary Material ◽  
Vocabulary Recall ◽  
Online Tools ◽  
Supplementary Material ◽  
Weekly Journal ◽  
Journal Entries

This study examined how two classes used online supplementary material to learn Arabic and the difficulties they reported in the process of their learning. The two classes have a total of 33 students who completed the course. The data from their weekly journal entries and log information from the site where the material was housed are used to describe the extent and the ways in which students used the material and issues they faced learning Arabic. Results show that students in both classes spent roughly 265 hours practicing Arabic with an average of 8 hours per student throughout the semester and that vocabulary recall and pronunciation were key struggles in their learning. Furthermore, this paper discusses some of the themes that emerged of students’ journal entries about their learning Arabic. Further implications are provided and discussed.

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