The Effects of Dyslexia on Language Acquisition and Development

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This article focuses on the effects of dyslexia on language acquisition and development and considers strategies that can be used to promote inclusive learning in the EFL classrooms in Japan. It develops a working definition of dyslexia, and enumerates its characteristics to help the classroom teacher with identification. The article examines second language acquisition from a cognitive perspective. It draws on psychological research on implicit and explicit memory and learning, short-term and working memory, attention, and automaticity. The implications for second language acquisition are discussed, and relevant applied linguistic research is reviewed. At a more general level, the kinds of cognitive learning mechanisms that have been proposed for first language acquisition, and their relevance to second language acquisition, are also considered. Finally it approaches some core issues in applied linguistics from a cognitive perspective: the role of explicit instruction, variability, and the competence/performance distinction.

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