Second Language Learning Difficulties in Chinese Children With Dyslexia: What Are the Reading-Related Cognitive Skills That Contribute to English and Chinese Word Reading?

2009 ◽  
Vol 43 (3) ◽  
pp. 195-211 ◽  
Author(s):  
Kevin Kien Hoa Chung ◽  
Connie Suk-Han Ho
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Cognitive Skills ◽  
Second Language Learning ◽  
Word Reading ◽  
Learning Difficulties ◽  
Chinese Children ◽  
Chinese Word

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.

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.

Second‐language learning difficulties in Italian children with reading difficulties

2020 ◽  
Author(s):  
Denise Fazio ◽  
Livia Ferrari ◽  
Silvia Testa ◽  
Federica Tamburrelli ◽  
Emma Marra ◽  
...  
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Reading Difficulties ◽  
Learning Difficulties ◽  
Italian Children

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

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.

Understanding Second Language Learning Difficulties

1997 ◽  
Vol 31 (2) ◽  
pp. 372
Author(s):  
Mary Lee Scott Call ◽  
Madeline E. Ehrman
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Learning Difficulties

Word Concreteness and Word Translatability: Relations and Implications for Second Language Acquisition

2015 ◽  
Vol 38 (4) ◽  
Author(s):  
Bo Hu ◽  
Lili Tian
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Second Language Learning ◽  
Chinese Word ◽  
Learning And Teaching ◽  
Word Concreteness

AbstractThis study examined the relation between word concreteness and word translatability. Translatability was operationalized in terms of both lexical and semantic cross-transparency. Two separate scales were used to measure the level of concreteness of 123 target English words and their translatability into Chinese. The results of this study showed that word concreteness and translatability are significantly correlated, and that word concreteness determines the extent of semantic closeness between the translation of English and Chinese word pairs. Concreteness might be a variable that influences how translatable a word is between English and Chinese. However, this influence mainly applies to the semantic cross-transparency between the two languages, not the lexical cross-transparency. A link was proposed between the levels of translatability of a translation pair according to concreteness and associated properties. The paper also discusses the implications of the findings for second language learning and teaching, in particular the “translation effect” and teachers’ “codeswitching” behavior.

The Xu-Based Approach to Second Language Learning

2021 ◽  
Vol 44 (3) ◽  
pp. 267-272 ◽  
Author(s):  
Chuming Wang
Keyword(s):  
Second Language ◽  
Language Acquisition ◽  
Language Learning ◽  
Second Language Learning ◽  
High Efficiency ◽  
Supporting Evidence ◽  
Chinese Word ◽  
Special Issue ◽  
Single Word ◽  
Key Points

Abstract This special issue provides an overview of the xu-argument, a newly emerging view on language acquisition. The view is new in that it makes two key points: i) language is acquired through xu, a Chinese word with a composite meaning of completion, extension and creation (CEC) (Wang, 2016), and ii) high efficiency in learning a language is achieved by xu. Using a single word to capture the highly complex human endowment of language learning might be too ambitious an attempt. Convincing justifications and supporting evidence are needed to verify this claim, as the papers in this issue are intended to do.

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