Journal articles: 'Language difficulties'

1

Trujillo, Elia. "LANGUAGE DIFFICULTIES." AJN, American Journal of Nursing 108, no. 5 (May 2008): 14. http://dx.doi.org/10.1097/01.naj.0000317976.40877.d9.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Saleem, Dr Muhammad, and Dr Ghulam Ahmed. "Difficulties of Arabic language for Non-Arabians." Al-Aijaz Research Journal of Islamic Studies & Humanities 5, no. 3 (September 30, 2021): 45–50. http://dx.doi.org/10.53575/arjish.v5.3(21)a3.45-50.

Full text

Abstract:

Arabic Language is a very rich and comprehensive Language culturally; religiously, educationally and historically. It is the state language of twenty-two Arab countries and one of the languages of U.N.O. After embracing Islam, Muslims showed their great interest to know the teachings of Islam. Arabic language has become a major language of the world having a great contribution of worldly renowned literatures. Apparently Arabic language seemed to be very difficult for those who wanted to know Arabic as well as Islamic studies. The fact is that Arabic language is very simple and easy to understand as compare to other major languages. Arabic language has international rules of pronunciation, when we compare it with English language, we have come to know that mostly alphabets of Arabic language are equivalent to English alphabets in their pronunciation. We can make transliteration of Arabic articles and words easily. The article presents a comprehensively and comparatively study of the pronunciation of Arabic articles and words

APA, Harvard, Vancouver, ISO, and other styles

3

Wilde, Alison. "Language and communication difficulties." Evaluation & Research in Education 22, no. 1 (March 2009): 71–73. http://dx.doi.org/10.1080/09500790802435893.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Ganschow, Leonore, Richard L. Sparks, and James Javorsky. "Foreign Language Learning Difficulties." Journal of Learning Disabilities 31, no. 3 (May 1998): 248–58. http://dx.doi.org/10.1177/002221949803100304.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Klimova, Blanka Frydrychova. "Difficulties and constraints in second language formal writing." Indian Journal of Applied Research 3, no. 2 (October 1, 2011): 7–9. http://dx.doi.org/10.15373/2249555x/feb2013/3.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Normuratova, Valentino. "Language difficulties in teaching esp." ACADEMICIA: An International Multidisciplinary Research Journal 12, no. 3 (2022): 346–49. http://dx.doi.org/10.5958/2249-7137.2022.00226.9.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Parrott, Nicky. "Language difficulties: Assessment and action." Headteacher Update 2020, no. 2 (March 2, 2020): 20–21. http://dx.doi.org/10.12968/htup.2020.2.20.

Full text

Abstract:

Given the importance of language skills, the assessment of difficulties early on is vital. SENCO Nicky Parrott discusses her schools' approach to spotting problems and some of their interventions to improve outcomes

APA, Harvard, Vancouver, ISO, and other styles

8

Call, Mary Lee Scott, and Madeline E. Ehrman. "Understanding Second Language Learning Difficulties." TESOL Quarterly 31, no. 2 (1997): 372. http://dx.doi.org/10.2307/3588056.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Salend, Spencer J., and AltaGracia Salinas. "Language Differences or Learning Difficulties." TEACHING Exceptional Children 35, no. 4 (March 2003): 36–43. http://dx.doi.org/10.1177/004005990303500406.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Kormos, Judit. "Specific learning difficulties in second language learning and teaching." Language Teaching 53, no. 2 (February 27, 2020): 129–43. http://dx.doi.org/10.1017/s0261444819000442.

Full text

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.

APA, Harvard, Vancouver, ISO, and other styles

11

SOUBHI, Fatima Zahra. "LEARNING DIFFICULTIES AND LINGUISTICS NEEDS AMONG MOROCCAN UNIVERSITY STUDENTS." International Journal of Learning and Teaching 8, no. 3 (October 31, 2016): 197. http://dx.doi.org/10.18844/ijlt.v8i3.755.

Full text

Abstract:

This study is related to the Volubilis project "Moroccan and European students: a comparative approach”, which aims to identify the challenges and expectations of Moroccan students.The education system knows a big diversity In Morocco; primary and secondary schools are based on Arabic language, private system is based on international language like: French, English or Spanish, but a majority of private school use French language. However, Moroccan postsecondary studies are based on French language, a passage from Arabic language to French language between secondary school and higher education could be a barrier to learning in higher education.The purpose of this research is to provide data about how the students University Hassan II of Casablanca use languages in their learning, and the impact of French language in higher education.350 students participated in the survey. Their average age is 22 years and they have no physical or mental disability.Our results indicate that the majority of students surveyed face a lot of problems in learning and using French language. To answer the survey, a majority of students reported using both languages (French and Arabic) showing that university students don’t have a good level in both Arabic and French languages.

APA, Harvard, Vancouver, ISO, and other styles

12

Amirkulova, Nargiza. "DIFFICULTIES OF PHRASEOLOGY IN ENGLISH LINGUISTICS." CURRENT RESEARCH JOURNAL OF PHILOLOGICAL SCIENCES 03, no. 01 (January 1, 2022): 127–31. http://dx.doi.org/10.37547/philological-crjps-03-01-22.

Full text

Abstract:

The phraseology is identified also by the collection of the firm combinations in the language as a whole, in the language of this or that writer, in the language of separate artistic work, etc. This article provides an overview of the problems of phraseology in English linguistics.

APA, Harvard, Vancouver, ISO, and other styles

13

Leonard, Laurence B. "Noun-related morphosyntactic difficulties in specific language impairment across languages." First Language 36, no. 1 (January 31, 2016): 3–29. http://dx.doi.org/10.1177/0142723715626070.

Full text

APA, Harvard, Vancouver, ISO, and other styles

14

Paribok, A. V., R. V. Pskhu, G. V. Zashchitina, L. G. Roman, and N. N. Danilova. "Difficulties and Perspectives of Parametrical Conception of Language." RUDN Journal of Philosophy 25, no. 2 (December 15, 2021): 340–48. http://dx.doi.org/10.22363/2313-2302-2021-25-2-340-348.

Full text

Abstract:

The article looks into the issues, outlined in M. Baker's The Atoms of Language: The Mind's Hidden Rules of Grammar . This work is notable for the parametric theory of the languages, set out in it, according to which languages are different, nevertheless retaining the ability to be compared. That can be further supported by the assertion that the differences among languages are determined by "a smallish number of discreet elements, called parameters."What is more, the diversity of language reveals a certain regularity, very much resembling that of Mendeleev's periodic table of chemical elements. Our research team of professional linguists and philosophers put this claim to a critical analysis, the results of which are featured in this article. One of the major ones among them is the supposition that Baker, in accordance with the traditions of Chomsky generative linguistics, turns temporal continuums into special relations. He did that without discussing the consequences of such move, which made it impossible to develop the psychological and linguistic aspect of the subject raised by him.

APA, Harvard, Vancouver, ISO, and other styles

15

Harnum, Betty. "Terminological Difficulties in Dene Language Interpretation and Translation." section II 38, no. 1 (September 30, 2002): 104–6. http://dx.doi.org/10.7202/003026ar.

Full text

Abstract:

Abstract In thé Northwest Territories, there are daily demands for interpreting and translating in all the Dene languages. The people who perform this role rarely have the opportunity to specialize in any specific field, so they must try to develop an understanding of as many subjects as they can. This paper highlights some of the inter-lingual difficulties faced by the interpreters, along with a brief explanation of the methods used to develop new terminology in the Dene languages. It is demonstrated that the methods used in Dene language terminology development are the same as those used in other languages.

APA, Harvard, Vancouver, ISO, and other styles

16

Лазарева, А. А., and Г. В. Улазаева. "About the language difficulties of chinese students, russian language." Management of Education, no. 7(53) (August 30, 2022): 172–77. http://dx.doi.org/10.25726/f1881-9281-5621-w.

Full text

Abstract:

В процессе обучения иностранных студентов русскому языку неизбежно возникают проблемы культуры. Язык, как часть культуры, оказывает влияние на обе стороны, участвующие в учебном процессе. Также очевидно, что поведенческая составляющая студентов и преподавателей зависит от их культурной принадлежности. Психические процессы, протекающие в нас во время занятий иностранного языка, также разнятся в зависимости от языковой и культурной принадлежности к разным социумам. К китайским учащимся, изучающим русский язык, это относится в полной мере. Языковая система родного языка, несомненно, сильно влияет на восприятие иностранного языка. Так, в отличие от логико-знакового мышления носителей русского языка, китайцы, по словам исследователей, обладают так называемым «синтетическим мышлением», что естественным образом вызывает некоторые трудности в овладении ими русского языка. В данном ключе стоит отметить ценность этноориентированных методик преподавания русского языка как иностранного. In the process of teaching Russian to foreign students, cultural problems inevitably arise. Language, as part of culture, influences both sides involved in the learning process. It is also obvious that the behavioral component of students and teachers depends on their cultural affiliation. The mental processes that take place in us during foreign language classes also vary depending on the linguistic and cultural affiliation to different societies. This applies to Chinese students studying Russian in full. The language system of the native language undoubtedly strongly influences the perception of a foreign language. Russian Russian speakers, in contrast to the logical-symbolic thinking of native speakers of the Russian language, the Chinese, according to the researchers, have so-called "synthetic thinking", which naturally causes some difficulties in mastering the Russian language. In this context, it is worth noting the value of ethnically oriented methods of teaching Russian as a foreign language.

APA, Harvard, Vancouver, ISO, and other styles

17

Perelini, Alvina Lutu, and Amarjit Singh. "Difficulties of Contracts without Provisional Language." Journal of Legal Affairs and Dispute Resolution in Engineering and Construction 5, no. 1 (February 2013): 53–56. http://dx.doi.org/10.1061/(asce)la.1943-4170.0000096.

Full text

APA, Harvard, Vancouver, ISO, and other styles

18

Faust, Miriam, Lilly Dimitrovsky, and Shira Davidi. "Naming Difficulties in Language-Disabled Children." Journal of Speech, Language, and Hearing Research 40, no. 5 (October 1997): 1026–36. http://dx.doi.org/10.1044/jslhr.4005.1026.

Full text

Abstract:

The "tip of the tongue" (TOT) paradigm in a picture-naming task was presented to 14 children with language disabilities (LD) and 14 children without language disabilities (ND). Although the two groups did not differ in the semantic information they had on words they could not fully retrieve, the LD children had less valid and more invalid phonological information. They also had fewer correct responses and spontaneous recalls, more "Don't Know"s (DK) and TOTs, and less accurate "feeling of knowing" (FOK) judgments. These results, demonstrating dissociation between the semantic and phonological levels of word representation, support a two-stage model of word retrieval. These findings are evidence in favor of a phonological treatment approach for naming problems in LD children.

APA, Harvard, Vancouver, ISO, and other styles

19

Spanoudis, George, Demetrios Natsopoulos, and Georgia Panayiotou. "Mental verbs and pragmatic language difficulties." International Journal of Language & Communication Disorders 42, no. 4 (January 2007): 487–504. http://dx.doi.org/10.1080/13682820601010027.

Full text

APA, Harvard, Vancouver, ISO, and other styles

20

Joffe, Victoria. "Understanding speech, language and communication difficulties." British Journal of School Nursing 5, no. 5 (June 2010): 219–20. http://dx.doi.org/10.12968/bjsn.2010.5.5.48548.

Full text

APA, Harvard, Vancouver, ISO, and other styles

21

Krishnan, Saloni, Kate E. Watkins, and Dorothy V. M. Bishop. "Neurobiological Basis of Language Learning Difficulties." Trends in Cognitive Sciences 20, no. 9 (September 2016): 701–14. http://dx.doi.org/10.1016/j.tics.2016.06.012.

Full text

APA, Harvard, Vancouver, ISO, and other styles

22

Phillips, Debby A., and Denise J. Drevdahl. "“Race” and the Difficulties of Language." Advances in Nursing Science 26, no. 1 (January 2003): 17–29. http://dx.doi.org/10.1097/00012272-200301000-00005.

Full text

APA, Harvard, Vancouver, ISO, and other styles

23

Trembath, David, Gina Conti‐Ramsden, Gang Xie, Fallon Cook, and Sheena Reilly. "The relationship between language difficulties, psychosocial difficulties and speech–language pathology service access in the community." International Journal of Language & Communication Disorders 56, no. 2 (February 23, 2021): 248–56. http://dx.doi.org/10.1111/1460-6984.12593.

Full text

APA, Harvard, Vancouver, ISO, and other styles

24

Reimann, Giselle, Janine Gut, Marie-Claire Frischknecht, and Alexander Grob. "Memory abilities in children with mathematical difficulties: Comorbid language difficulties matter." Learning and Individual Differences 23 (February 2013): 108–13. http://dx.doi.org/10.1016/j.lindif.2012.10.017.

Full text

APA, Harvard, Vancouver, ISO, and other styles

25

Montgomery, James W. "Understanding the Language Difficulties of Children With Specific Language Impairments." American Journal of Speech-Language Pathology 11, no. 1 (February 2002): 77–91. http://dx.doi.org/10.1044/1058-0360(2002/009).

Full text

Abstract:

Many children with specific language impairment (SLI) demonstrate deficits in both verbal working memory (VWM) and language. Among child language researchers, the debate continues whether these two deficits are related. In this article, I take the position that there is indeed a connection between SLI and VWM. I review evidence suggesting that the lexical/morphological learning and sentence comprehension problems of many of these children are associated with deficient VWM abilities. Evidence is also reviewed for the possibility that deficient VWM provides a clinical marker of SLI. I end by offering various assessment and intervention techniques that may prove useful in SLI.

APA, Harvard, Vancouver, ISO, and other styles

26

Alsalihi, Hanan Dhia. "Main Difficulties Faced by EFL Students in Language Learning." Journal of the College of Education for Women 31, no. 2 (June 6, 2020): 19–34. http://dx.doi.org/10.36231/coedw.v31i2.1359.

Full text

Abstract:

Many undergraduate learners at English departments who study English as a foreign language are unable to speak and use language correctly in their post -graduate careers. This problem can be attributed to certain difficulties, which they faced throughout their education years that hinder their endeavors to learn. Therefore, this study aims to discover the main difficulties faced by EFL students in language learning and test the difficulty variable according to gender and college variables then find suitable solutions for enhancing learning. A questionnaire with 15 items and 5 scales were used to help in discovering the difficulties. The questionnaire was distributed to the selected sample of study which consists of 90 (male and female) students selected randomly from the 3rd and 4th year class levels at English departments from colleges of Languages and Education (Ibn-Rushd) at the University of Baghdad. The results of the study showed that EFL students face difficulties in language learning such as the role of society in discouraging English language learning, the learners’ shyness, which prevents them from speaking English in fear of making mistakes, lack of motivation, and the influence of class size and crowdedness. After analyzing the results, some recommendations and suggestions were presented to solve the problem and eliminate difficulties.

APA, Harvard, Vancouver, ISO, and other styles

27

Ramazanova, Natavan. "Difficulties of translation from German." Scientific Bulletin 2 (2020): 70–73. http://dx.doi.org/10.54414/dpti4184.

Full text

Abstract:

Broadly speaking, German language – is a flexible language. Day by day, German language develops and many new word constructions are appearing. And it is important to emphasize, that it is difficult for the translators, who must follow the tendencies of language and catch its improvement at the same time. However, that makes a translator more responsible in his or her work, motivates to gain deeper knowledge in the linguistics and translation spheres. In addition, another, not less important point, is to have a huge knowledge of lexical meaning in the mother tongue, wide vocabulary, and skillfully use it on practice. Сorrect assessment of the nuances of the language – is a key to clearly conveying the meaning and expressiveness of speech.

APA, Harvard, Vancouver, ISO, and other styles

28

Adrob, Hassan Ali. "Difficulties of third language learner in Sudan." International Journal of Languages and Culture 1, no. 1 (March 5, 2021): 1–8. http://dx.doi.org/10.51483/ijlc.1.1.2021.1-8.

Full text

APA, Harvard, Vancouver, ISO, and other styles

29

Akbas, Ismail. "Difficulties of English Language Teaching in Bangladesh." International Journal of English Language Education 4, no. 1 (November 15, 2016): 17. http://dx.doi.org/10.5296/ijele.v4i1.8575.

Full text

Abstract:

<p>Identifying the difficulties of English Language Teaching at English Medium Schools’ Primary levels are essential in Bangladesh to achieve to set English language competencies in the educational institutions. The main purpose of this study was to discover the specific problems of English Language Teaching at English Medium Schools’ Primary levels. The current study was a qualitative research technique by nature. One set of closed-ended questionnaires were used to collect data from the teachers who live within three cities to understand the views and situation of the difficulties of English Language teaching. The study indicates that teachers, students and school administration encounter several problems due to lack of skilled teachers, proper teacher training, using proper teaching methods and materials, physical facilities and so on. As a result, English curriculum implementation at the primary level in Bangladesh is becoming unsuccessful in most of the schools; however there are several adequately designed buildings with well trained teachers along with proper educational materials. Given that the number of schools is in the thousands, we shall draw comparisons between respective educational institutions.</p>

APA, Harvard, Vancouver, ISO, and other styles

30

Boştină-Bratu, Simona, Alina Gabriela Negoescu, and Lucia Morar. "Scaffolding Strategies in Overpassing Language Learning Difficulties." Land Forces Academy Review 27, no. 3 (September 1, 2022): 210–15. http://dx.doi.org/10.2478/raft-2022-0027.

Full text

Abstract:

Abstract In educational systems, teachers focus on the involvement of students in learning and on building a solid relationship of trust and collaboration within the foreign language class. To this effect, different methods are consistently used, with clear and adapted learning objectives. The current paper is based on analyses of teaching situations and practices based on the scaffolding method. It discusses strategies used by teachers to improve students’ speaking and writing skills by positioning the concept of scaffolding at the heart of the reflection. Scaffolding, which, basically, involves breaking down large tasks into smaller steps, represents an efficient tool to monitor and guide students to gradually build a linguistic autonomy, and to communicate in writing or orally with little or no help from the teacher.

APA, Harvard, Vancouver, ISO, and other styles

31

Mofareh A., Alqahtani. "Difficulties Facing Students in English Language Conversation." International Research in Higher Education 4, no. 3 (August 19, 2019): 51. http://dx.doi.org/10.5430/irhe.v4n3p51.

Full text

Abstract:

This study addresses the poor language proficiency of English language students, particularly in terms of their conversational skills and/or ability to achieve the desired standards of fluency in either the classroom environment or public sphere. The many factors which directly affect students' performance in speaking fluent English include the fear of making errors. The present study therefore aims to identify the perceived difficulties which language students associate with the study and utterance of English. To this end, the conducted research was descriptive in nature and sought to determine the various elements which are perceived as especially challenging for students and to devise effective solutions through appropriate teaching styles, methodologies and strategies which are driven and supported by the relevant contemporary technology. In addition to fear, certain factors relate to individuated student character and practices, and many students report feelings of shyness and potential embarrassment. Distrust also constitutes a significant obstacle, along with issues surrounding teaching methods, teacher inefficiency, and/or the lack of up-to-date pedagogies. To fully investigate this issue, a quantitative survey instrument containing multiple questions was undertaken in addition to a number of interviews with a random sample of students and teachers in order to elicit the main student challenge in speaking English. The results demonstrated that the majority of the students were unable to speak English either correctly or confidently. The percentages which varied between average, weak, and very weak, were attributed to a general weakness in English grammar, vocabulary, syntax, poor fluency in speech, low understanding of overall grammar frameworks, and inaccurate pronunciation. In light of this, the present study sought to provide useful suggestions to resolve student conversational problems. To this end, the researcher elucidated the research problem, importance, objectives, hypotheses and methodologies, as well as drawing conclusions. Finally, the researcher outlined a number of recommendations directly relevant to resolving the complex issue.

APA, Harvard, Vancouver, ISO, and other styles

32

Ferrari, Marcella, and Paola Palladino. "Foreign Language Learning Difficulties in Italian Children." Journal of Learning Disabilities 40, no. 3 (May 2007): 256–69. http://dx.doi.org/10.1177/00222194070400030601.

Full text

APA, Harvard, Vancouver, ISO, and other styles

33

Hay, Ian, Gordon Elias, Ruth Fielding-Barnsley, Ross Homel, and Kate Freiberg. "Language Delays, Reading Delays, and Learning Difficulties." Journal of Learning Disabilities 40, no. 5 (September 2007): 400–409. http://dx.doi.org/10.1177/00222194070400050301.

Full text

APA, Harvard, Vancouver, ISO, and other styles

34

Siebent, Sheila. "Book Review: Elementary mathematics and language difficulties." Child Language Teaching and Therapy 14, no. 3 (October 1998): 305–7. http://dx.doi.org/10.1177/026565909801400308.

Full text

APA, Harvard, Vancouver, ISO, and other styles

35

Cooke, Jacquie. "Book Review: Elementary mathematics and language difficulties." Child Language Teaching and Therapy 15, no. 2 (June 1999): 188–89. http://dx.doi.org/10.1177/026565909901500213.

Full text

APA, Harvard, Vancouver, ISO, and other styles

36

Castro, Obdulia, and Veronica Peck. "Learning Styles and Foreign Language Learning Difficulties." Foreign Language Annals 38, no. 3 (October 2005): 401–9. http://dx.doi.org/10.1111/j.1944-9720.2005.tb02226.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

37

Bryan, Karen, Jackie Freer, and Cheryl Furlong. "Language and communication difficulties in juvenile offenders." International Journal of Language & Communication Disorders 42, no. 5 (January 2007): 505–20. http://dx.doi.org/10.1080/13682820601053977.

Full text

APA, Harvard, Vancouver, ISO, and other styles

38

Snowling, Margaret J., and Charles Hulme. "Interventions for children's language and literacy difficulties." International Journal of Language & Communication Disorders 47, no. 1 (October 5, 2011): 27–34. http://dx.doi.org/10.1111/j.1460-6984.2011.00081.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

39

Asassfeh, Sahail M., Yousef M. Al-Shaboul, Wael Zuraiq, and Sabri Alshboul. "Lending Ears to EFL Learners: Language Difficulties." Australian Educational and Developmental Psychologist 28, no. 1 (July 1, 2011): 33–46. http://dx.doi.org/10.1375/aedp.28.1.33.

Full text

Abstract:

This study investigates the main English as a Foreign Language (EFL) learning difficulties Jordanian English-major undergraduates encounter from their perspective. For this purpose a questionnaire was developed and administered to 270 (50 male and 220 female) participants. The study addressed the four basic language skills (listening, speaking, reading and writing). The independent variables included gender, grade point average (GPA), and academic major. Ordered according to their difficulty, the skills were speaking, reading, writing and listening respectively. Some specific language learning problems are also discussed. Appropriate conclusions and recommendations are provided accordingly.

APA, Harvard, Vancouver, ISO, and other styles

40

Azuma, Tamiko, and Kathryn A. Bayles. "Memory Impairments Underlying Language Difficulties in Dementia." Topics in Language Disorders 18, no. 1 (November 1997): 58–71. http://dx.doi.org/10.1097/00011363-199711000-00007.

Full text

APA, Harvard, Vancouver, ISO, and other styles

41

Logan, Peter, and Alex Barthel. "Strategies for assisting students with language difficulties." Australian Review of Applied Linguistics 21, no. 1 (January 1, 1998): 93–108. http://dx.doi.org/10.1075/aral.21.1.06log.

Full text

Abstract:

Abstract Three technological courses at UTS – Physical Sciences, Electrical Engineering and Computing Science – have programs which seek to assist students with language difficulties. The three programs are closely related and form part of a continually evolving program to offer language assistance to all students. The strategies developed include: a diagnostic language test, an language Orientation program and a Centre providing language support throughout the semester. All are course specific. This paper documents the different strategies, presents statistics on the performance of the students at entry and after one semester at UTS, and discusses recommendations for future programs.

APA, Harvard, Vancouver, ISO, and other styles

42

Berg, Elvira, Camilla Björnram, Lena Hartelius, Katja Laakso, and Bo Johnels. "High-level language difficulties in Parkinson's disease." Clinical Linguistics & Phonetics 17, no. 1 (January 2003): 63–80. http://dx.doi.org/10.1080/0269920021000055540.

Full text

APA, Harvard, Vancouver, ISO, and other styles

43

Maratsos, Michael P. "A Reasonable Man's Approach to Language Difficulties." Contemporary Psychology: A Journal of Reviews 37, no. 11 (November 1992): 1156–57. http://dx.doi.org/10.1037/031587.

Full text

APA, Harvard, Vancouver, ISO, and other styles

44

Westby, Carol. "Language and Children with Emotional/Behavioral Difficulties." Word of Mouth 23, no. 3 (November 21, 2011): 9–11. http://dx.doi.org/10.1177/1048395011428422b.

Full text

APA, Harvard, Vancouver, ISO, and other styles

45

Nasution, Jamaluddin. "ANALISIS KESULITAN BAHASA INDONESIA BAGI PEMELAJAR DI SAMSIFL UZBEKISTAN PADA EMPAT KETERAMPILAN BERBAHASA." MEDAN MAKNA: Jurnal Ilmu Kebahasaan dan Kesastraan 17, no. 2 (December 3, 2019): 111. http://dx.doi.org/10.26499/mm.v17i2.2134.

Full text

Abstract:

The difficulties faced by students vary, such as intelligence and non-intelligence factors. This study is to know; (1) what the most difficult language skills, (2) the reasons of students at the difficulties in the language skills, and (3) how the students face their difficulties. The method of this study is descriptive, conducted in ILFS class of English and Translation Program at SAMSIFL (Samarkand State Institute of Foreign Languages) Uzbekistan. The result are listening (61.68), speaking (69.07), writing (71.89), and reading (76.29). Result of questionnaires; students like Indonesian language (85.71%), the Indonesian pronunciation (65.71%), symbols/letters is not different (80.00%), no difficulty in uttering Indonesian language words (77.14%), good and helpful guidance book (91.43%), speaker speaks fast (97.14%), difficulties in listening (94.29%), no difficulty in reading (85.71%), no difficulty in writing (80.00%), difficulty in speaking (71.43%), most liked language skills is reading (57.14%), most hated language skills is listening (94.29%), most difficult language skills is listening (88.57%), easiest language skills is reading (71.43%), and the students’ action facing the difficulties is asking the teacher (85.71%). It is expected that the ILFS teaching concerns on students’ difficulties firstly and give motivation during the teaching process.

APA, Harvard, Vancouver, ISO, and other styles

46

Brem, Natalya S. "The specifics of barriers of adult students learning a foreign language inside and outside the language environment." Samara Journal of Science 9, no. 3 (November 20, 2020): 250–57. http://dx.doi.org/10.17816/snv202093302.

Full text

Abstract:

The paper contains a comparative analysis of difficulties in learning foreign languages inside and outside the language environment. On the first stage of the study based on the research of literature the author (1) builds a typology of difficulties in foreign language acquisition inside the language environment; (2) describes the specifics of the adult as a subject of education; (3) gives a definition to the term barrier in foreign language acquisition. A barrier in foreign language acquisition is defined as a students individual reflection of objective and subjective difficulties influencing the learning process, accompanied by frustration, a high level of anxiety and a low learning progress. The second stage of the research deals with comparing students problems inside and outside the language environment. The author interviewed foreign language teachers working inside and outside the language environment about their students learning problems and compared the results. Both stages of the current study proved that the level of barriers inside the language environment is high. Moreover, inside the language environment students demonstrated even more psychological, social, psychophysiological and linguistic barriers than outside. Some types of difficulties exist just inside the language environment: social adjustment difficulties and problems of intercultural communication. However, a few difficulties on the contrary prevail outside the language environment: low auditory ability, low motivation to learn the language, mistrust to teacher as a reliable source of information. The author explains the reasons of a high level of barriers inside the language environment with the tendency to intensify the learning process inside the language environment and a high affective filter due to the necessity to adjust to a new culture and learning conditions. The following conclusion was drawn: on the one hand the language environment stimulates students to learn a language faster, on the other hand it triggers the emergence of additional difficulties in the learning process, especially sociocultural and psychological barriers.

APA, Harvard, Vancouver, ISO, and other styles

47

Khasawneh, Najwa, and Mohamad Ahmad Saleem Khasawneh. "An Analysis of Arabic Language Needs for Speakers of Other Languages at Jordanian Universities." International Journal of Language Education 6, no. 3 (November 1, 2022): 245. http://dx.doi.org/10.26858/ijole.v6i3.21623.

Full text

Abstract:

Abstract: Conducting analysis in language needs has long been seen essential. Given the importance of Arabic language as the principal language communication in most of the Jordanian universities, this study aims at exploring the difficulties encountered by non-native speakers of Arabic in learning Arabic language. It also seeks to investigating the Arabic language needs among speakers of other languages. The participants of this study include 169 students from four countries (i.e., Malaysia, Thailand, China, and Indonesia). The students were selected from three different disciplines (i.e., Arabic Language, Islamic Finance, and Usuluddin). The study used a questionnaire adapted from previous studies on this topic. The questionnaire contains 49 items: 26 items ask about the difficulties in learning Arabic language, and 23 items ask about the students’ needs in learning Arabic language. The results of this study revealed different difficulties in learning Arabic language. The students also reported their needs to improve their proficiency in Arabic language. The students mentioned difficulties and needs related to productive skills such as writing and speaking. They also reported difficulties and needs to receptive skills but with more focus on the academic context. Based on the results of this study, some recommendations for future research have been provided.

APA, Harvard, Vancouver, ISO, and other styles

48

Ilyasova, Asiya Mirgasimovna, Alsu Saetzianovna Khakimzianova, and Bulat Ildarovich Fakhrutdinov. "On Some Difficulties in Students’ Independent Work in Learning Foreign Languages." International Journal of Higher Education 8, no. 7 (October 28, 2019): 106. http://dx.doi.org/10.5430/ijhe.v8n7p106.

Full text

Abstract:

The study conducted a questionnaire survey of university students, the purpose of which was to determine how students do their independent work while learning a foreign language and to reveal the difficulties in this process .The whole learning process of a structured in such a way as to arouse students' interest in those materials on the language that carry important and new information, in order to constantly maintain the desire to learn the language at home, so that students can see this need. Only in this case the study can have a positive effect on the development of such student qualities, purposefulness, organization, and perseverance. A brief analysis of students' answers about difficulties in independent work while learning foreign languages, the investigation emphasize that for the organization of the foreign language learning process, it is important to investigate not only the issues of the teacher’s work, questions of teaching methods, but also questions of organizing student’s work, namely, questions of studying and mastering skills in foreign languages.

APA, Harvard, Vancouver, ISO, and other styles

49

Nguyen Hoang*, Phuong. "Cognitive Linguistics and Vietnamese Language Teaching." Noble International Journal of Social Sciences Research, no. 65 (October 20, 2021): 56–60. http://dx.doi.org/10.51550/nijssr.65.56.60.

Full text

Abstract:

Vietnamese language teaching, or language teaching in general, is not out of serving the purpose of helping language learners understand, perceive and use that language the most accurately and efficiently as possible. In the process of the teacher’s teaching and the learners’ perceiving, there always appear the language barriers, the differences between the two languages, the two cultures that cause a lot of difficulties for both the learners and the teacher. This article proposes a method to deal with those difficulties, suggests some tips for language teaching based on the theory of Cognitive Linguistics in order to serve the best, the ultimate goal of language teaching and learning.

APA, Harvard, Vancouver, ISO, and other styles

50

Clifford, Vanessa, Anthea Rhodes, and Georgia Paxton. "Learning difficulties or learning English difficulties? Additional language acquisition: An update for paediatricians." Journal of Paediatrics and Child Health 50, no. 3 (October 18, 2013): 175–81. http://dx.doi.org/10.1111/jpc.12396.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Journal articles on the topic 'Language difficulties'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles