Foreign Language Learning Difficulties: An Historical Perspective

For 10 years, the authors of this article have examined cognitive, affective, and linguistic influences on foreign language learning. They have proposed the Linguistic Coding Differences Hypothesis (LCDH) as a model for understanding foreign language learning problems. The authors review their empir...

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Bibliographic Details
Published in:Journal of learning disabilities 1998-05, Vol.31 (3), p.248-258
Main Authors: Ganschow, Leonore, Sparks, Richard L., Javorsky, James
Format: Article
Language:English
Subjects:
Adolescent
Child
Coding
Cognitive Processes
College students
Colleges & universities
Education
Educational psychology
Elementary Secondary Education
Foreign language learning
Foreign languages
Humans
Hypotheses
Language
Language Aptitude
Language history
Language Skills
Learning
Learning Disabilities
Learning disabled people
Learning Disorders
Learning Problems
Linguistics
Native languages
Pedagogy
Phonology
Reading comprehension
Second Language Learning
Semantics
Skills
Sound
Special education
Spelling
Teaching
Terminology
Theoretical linguistics
Citations: Items that this one cites
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Description
Summary:For 10 years, the authors of this article have examined cognitive, affective, and linguistic influences on foreign language learning. They have proposed the Linguistic Coding Differences Hypothesis (LCDH) as a model for understanding foreign language learning problems. The authors review their empirical support for the LCDH and explain the diagnostic, pedagogical, and policy implications of their research.
ISSN:0022-2194
1538-4780
DOI:10.1177/002221949803100304