Difficulties in Foreign Language Learning

Students who have difficulties in one or more of the language systems: reading, writing (especially spelling and grammar), listening, speaking — may experience problems learning a foreign language in school. The degree of difficulty depends on the nature and severity of his/her language problems in reading, writing, listening, and speaking. Students who have moderate to severe difficulties in most or all of these language systems in the native language are likely to experience the most problems learning a foreign language, particularly in language classrooms that emphasize an oral communication approach.

Language problems can rangeon a continuum from mild to moderate to severe. Students who have difficulties learning a foreign language are sometimes referred to as "at-risk" because of their struggles in the regular foreign language classroom. Some of these students may have been classified by the school as having language learning disabilities or dyslexia.

Today there is evidence that students with language learning difficulties can succeed in their study of a foreign language, especially if they have appropriate instructional modifications. At-risk students can experience success in classrooms that provide direct, explicitinstruction on language structure and extra time to master the subject matter.

Some experts therefore encouragestudents to expose themselves to the study of a language of their choice early in their schooling, talk to their instructor about their language needs, and seek additional help as soon as it is needed. They recommend that students recognize that the study of a foreign language may take extraeffort on their part, but that it will provide them with an experience in linguistic and cultural diversity that is desirable today in our global society.

Task 1. Answer the questions.

1) What language systems do students have difficulties in?

2) What does the degree of difficulty depend on?

3) How can language problems range on?

4) What students are referred to as "at-risk"?

5) How may "at-risk" students have been classified?

6) What do some experts recommend?

Task 2. Give Russian equivalents:

difficulty, language systems, spelling and grammar, experience problems learning, foreign language, degree of difficulty, depends on, moderate, native language, communication approach, continuum, at-risk students, disabilities, dyslexia, effort, cultural diversity.

Task 3. Complete the sentences with words from task 2.

Task 4. False or true?Correct, if it is necessary.

1) The degree of difficulty in the language systems doesn`t depend on the nature and severity of his/her language problems in reading, writing, listening, and speaking.

2) Students who have moderate to severe difficulties in most or all language systems in the native language are likely to experience the most problems learning a foreign language.

3) Language problems can range on a continuum from mild to moderate to severe.

4) Students who have difficulties learning a foreign language are not referred to as "at-risk". 5) At-risk students may have been classified by the school as having language learning disabilities or dyslexia.

6) Some experts recommend that students recognize that the study of a foreign language may take extra effort on their part, but that it will provide them with an experience in linguistic and cultural diversity that is desirable today in our global society.

Task 5. Complete the sentences.

1) The language systems are reading, ... (especially ... and grammar), listening, speaking. —

2) The degree of difficulty ... on the nature and severity of his/her language problems in reading, writing, listening, and speaking.

3) Language problems can range on a ... from mild to moderate to severe.

4) Students who have difficulties learning a foreign language are sometimes referred to as ...

5) Some experts recommend that students recognize that the study of a foreign language may take extra ... on their part.

Task 6. Ask your friend about difficulties in foreign language learning. Use Task 1.

Task 7. Dialogue «Difficulties in Foreign Language Learning».

CONVERSATIONAL TOPIC

«Students` Life»

Pre-reading task. Can you answer these questions?

1) What is a college?

2) What can students do at college?

3) Is students` life interesting?

College

College is a very special place, after home and school, college is the main social environment for young people. It is not only temple of knowledge, it is a place where young people develop and reaffirm the indentifies within teenagers` groups. At college socializingof students takes place. You come here as a youngster of sixteen, shy and full of expectationsand leave it as a grown-up person of nineteen.

College is also a focal point for many activities which complement young people`s academic and vocational education. These include sport, drama, music, and creative lessons. Many of these activities form part of college time-table (curricula) but can also be enjoyed outside college hours. Many colleges have developed excellent facilities and equipment for sport, recreational and extra curricula activities. At college students began to realize and demonstrate their individual talents, more attention is placed on special hobbies and activities. They take part in dramatic and musical performances, in special scientific projects and inter-college competitions and in many other educational and cultural activities.