Second‐language learning difficulties in Italian children with reading difficulties

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.

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

International Journal of Education ◽

10.5296/ije.v8i4.10292 ◽

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.

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Learning Difficulties in First and Second Language: Preliminary Results from a Cross-linguistic Skills Transfer

English Linguistics Research ◽

10.5430/elr.v6n3p62 ◽

2017 ◽

Vol 6 (3) ◽

pp. 62

Author(s):

Georgia Andreou ◽

Maria Segklia

Keyword(s):

Second Language ◽

Language Learning ◽

Second Language Learning ◽

Reading Skills ◽

First Language ◽

Learning Difficulties ◽

School Students ◽

Skills Transfer ◽

Preliminary Results ◽

Linguistic Skills

Research has repeatedly shown a cross-linguistic skills transfer from the first language (L1) to the second/foreign language (L2) and its impact on L2 learning. In the present article we report preliminary results from a pilot study we conducted in order to examine linguistic skills transfer from L1 (Greek) to L2 (English) among secondary school students with learning difficulties (L.D.). Our results have shown that the difficulties that occur in L1 (decoding reading skills and spelling) also occur in L2. These findings are in line with previous research and enhance further the existence of the link between first and second language learning difficulties.

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