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    Rights statement: ttps://www.cambridge.org/core/journals/language-teaching/article/specific-learning-difficulties-in-second-language-learning-and-teaching/33C0B756808AF42FF4F11FA90A736B61 The final, definitive version of this article has been published in the Journal, Language Teaching, 53 (2), pp 129-143 2020, © 2020 Cambridge University Press.

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Specific learning difficulties in second language learning and teaching

Research output: Contribution to Journal/Magazine › Journal article › peer-review

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Specific learning difficulties in second language learning and teaching. / Kormos, J.
In: Language Teaching, Vol. 53, No. 2, 01.04.2020, p. 129-143.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Kormos, J 2020, 'Specific learning difficulties in second language learning and teaching', Language Teaching, vol. 53, no. 2, pp. 129-143. https://doi.org/10.1017/S0261444819000442

APA

Kormos, J. (2020). Specific learning difficulties in second language learning and teaching. Language Teaching, 53(2), 129-143. https://doi.org/10.1017/S0261444819000442

Vancouver

Kormos J. Specific learning difficulties in second language learning and teaching. Language Teaching. 2020 Apr 1;53(2):129-143. Epub 2020 Feb 27. doi: 10.1017/S0261444819000442

Author

Kormos, J. / Specific learning difficulties in second language learning and teaching. In: Language Teaching. 2020 ; Vol. 53, No. 2. pp. 129-143.

Bibtex

@article{522645458ee8405f92a12d61fb1fa1f0,
title = "Specific learning difficulties in second language learning and teaching",
abstract = "Individual differences that have an impact on the processes and outcomes of second language (L2) learning have been thoroughly investigated; but, until recently, the study of language learners with additional needs was at the periphery of both second language acquisition (SLA) and language teaching pedagogy (e.g. Nijakowska, 2010; Kormos & Smith, 2012; Kormos, 2017). Specific learning difficulties (SLDs), which affect between 5 and 15% of the population (Drabble, 2013), often have an impact on how additional languages are acquired. Therefore, in order to create an inclusive language learning context and set up effective instructional programmes, it is essential to understand how children with SLDs develop their competence in additional languages.",
author = "J. Kormos",
note = "ttps://www.cambridge.org/core/journals/language-teaching/article/specific-learning-difficulties-in-second-language-learning-and-teaching/33C0B756808AF42FF4F11FA90A736B61 The final, definitive version of this article has been published in the Journal, Language Teaching, 53 (2), pp 129-143 2020, {\textcopyright} 2020 Cambridge University Press. ",
year = "2020",
month = apr,
day = "1",
doi = "10.1017/S0261444819000442",
language = "English",
volume = "53",
pages = "129--143",
journal = "Language Teaching",
issn = "0261-4448",
publisher = "Cambridge University Press",
number = "2",

}

RIS

TY - JOUR

T1 - Specific learning difficulties in second language learning and teaching

AU - Kormos, J.

N1 - ttps://www.cambridge.org/core/journals/language-teaching/article/specific-learning-difficulties-in-second-language-learning-and-teaching/33C0B756808AF42FF4F11FA90A736B61 The final, definitive version of this article has been published in the Journal, Language Teaching, 53 (2), pp 129-143 2020, © 2020 Cambridge University Press.

PY - 2020/4/1

Y1 - 2020/4/1

N2 - Individual differences that have an impact on the processes and outcomes of second language (L2) learning have been thoroughly investigated; but, until recently, the study of language learners with additional needs was at the periphery of both second language acquisition (SLA) and language teaching pedagogy (e.g. Nijakowska, 2010; Kormos & Smith, 2012; Kormos, 2017). Specific learning difficulties (SLDs), which affect between 5 and 15% of the population (Drabble, 2013), often have an impact on how additional languages are acquired. Therefore, in order to create an inclusive language learning context and set up effective instructional programmes, it is essential to understand how children with SLDs develop their competence in additional languages.

AB - Individual differences that have an impact on the processes and outcomes of second language (L2) learning have been thoroughly investigated; but, until recently, the study of language learners with additional needs was at the periphery of both second language acquisition (SLA) and language teaching pedagogy (e.g. Nijakowska, 2010; Kormos & Smith, 2012; Kormos, 2017). Specific learning difficulties (SLDs), which affect between 5 and 15% of the population (Drabble, 2013), often have an impact on how additional languages are acquired. Therefore, in order to create an inclusive language learning context and set up effective instructional programmes, it is essential to understand how children with SLDs develop their competence in additional languages.

U2 - 10.1017/S0261444819000442

DO - 10.1017/S0261444819000442

M3 - Journal article

VL - 53

SP - 129

EP - 143

JO - Language Teaching

JF - Language Teaching

SN - 0261-4448

IS - 2

ER -