Results 261 to 270 of about 186,422 (279)

METHODOLOGICAL DEFICITS IN FOREIGN LANGUAGE TEACHING AT UNIVERSITY

Научное мнение, 2023
The aim of this paper is to study the methodological deficits in teaching foreign languages in university. The current approaches in foreign language teaching and their key characteristics are described. Possible methodological deficits and the ways to overcome them with the help of ICT technologies are discussed.
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College students with dyslexia: persistent linguistic deficits and foreign language learning

Dyslexia, 2000
The first of these two studies compared college students with dyslexia enrolled in modified Latin and Spanish classes and non-dyslexic students enrolled in regular foreign language classes on measures of foreign language aptitude, word decoding, spelling, phonological awareness and word repetition.
D M, Downey, L E, Snyder, B, Hill
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Strategies for teaching English as a foreign language to a student with attention deficit hyperactivity disorder: a case study in the Ecuadorian context

Emotional and Behavioural Difficulties
Fernando Carrión-Robles, Verónica Espinoza-Celi   +1 more
exaly   +2 more sources

Identifying Native Language Deficits in High‐ and Low‐Risk Foreign Language Learners in High School

Foreign Language Annals, 1992
ABSTRACT  This study compared low and high risk first‐year high school foreign language learners on measures of cognitive, foreign language, and native language performance. Low risk learners were those who had made an A or B in the first‐quarter foreign language course, were identified by their foreign language teacher as good language learners, and ...
Richard L. Sparks, Leonore Ganschow, James Javorsky, Jane Pohlman, John Patton   +4 more
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The Impact of Native Language Learning Problems on Foreign Language Learning: Case Study Illustrations of the Linguistic Coding Deficit Hypothesis

The Modern Language Journal, 1993
FOREIGN LANGUAGE (FL) EDUCATORS have been puzzled by the problems many of their students have mastering a FL in the classroom.' A number of hypotheses have been generated to account for these at-risk students, including explanations involving lack of motivation (18; 19), high levels of anxiety (27; 28), inefficient language learning strategies (40 ...
RICHARD L. SPARKS, LEONORE GANSCHOW
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Conclusions and Future Directions—From the Foreign Language Deficit to Foreign Languages 2.0

2016
The U.S. language paradox—the reluctance of native English-language speakers to learn another language while living in a nation of immigrants—poses a challenge to the U.S. in an era where English may be considered the global lingua franca, but where foreign languages are increasingly in demand in the global workplace.
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Teaching a foreign language through ICT to students with dyslexia and attention deficit hyperactivity disorder (ADHD) and the role of ICTs

GSC Advanced Research and Reviews
Students with learning disabilities are a heterogeneous group and exhibit particularities in the areas of perception, language, memory, attention and concentration, metacognition, self-regulation, motivation, behavior, social skills and emotional development.
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Auditory P3a response to native and foreign speech in children with or without attentional deficit

Neuropsychologia, 2023
Najla Azaiez, Otto Loberg
exaly  

A longitudinal study of foreign language anxiety and enjoyment

Language Teaching Research, 2023
Chunmei, Xian Zhang
exaly  

It Ain’t Over ’til It’s Over: On Foreign Language Anxiety, First Language Deficits, and the Confounding of Variables

The Modern Language Journal, 2000
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