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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Veröffentlicht in:	Journal of learning disabilities 1998-05, Vol.31 (3), p.248-258
Hauptverfasser:	Ganschow, Leonore, Sparks, Richard L., Javorsky, James
Format:	Artikel
Sprache:	eng
Schlagworte:	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
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Beschreibung
Zusammenfassung:	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