This study examined differences between successful and unsuccessful foreign language learners in college. It found that unsuccessful learners performed significantly poorer on tests of phonological processing and grammar/syntax in their native English language. Specifically, unsuccessful learners had more difficulties identifying single words, synthesizing sounds, spelling, and writing grammar compared to successful learners. The results suggest that weaknesses in phonological and syntactic skills in one's native language may indicate potential challenges with learning a foreign language. Further research is needed with larger samples.

1. Identifying Native Language Difficulties among Foreign Language Learners in College: A “foreign” language learning disability? Leonard Ganschow, Richard L. Sparks, James Javorsky, Jane Pohlman, & Andrea Bishop-Marbury Presenter: Cindy

2. Outline Introduction I Literature Review II Method III Instruments and Procedures IV Results and Discussion V Summary and Future Directions VI

5. The first reference to a relationship between dyslexia and foreign language learning problems Students with foreign language learning problems were thought to be underachievers. These students had difficulties understanding the language, speaking it, or both. Foreign language learning problems with suspected or identified learning disabilities because of inability to meet the foreign language requirement . There has been only one empirical study on the foreign language learning abilities of Ss with LD . 1960s 1971 1980

11. Subtests 1 & 2 of Carroll’s MLAT also measure auditory ability

16. All of these findings strongly suggest that oral language disorders play a causal role in later reading and writing difficulties associated with LD (Butler, 1988; Liberman, 1982; Liberman & Shankweiler, 1979; Perfetti, 1985; Vellutino, 1979).

18. Poor Readers’ Main Difficulty difficulty in processing structural and formal properties o f spoken and printed words deficit in metalinguistic awareness deficit in awareness of the elements of language Students with reading disorders

22. 7 reached the third semester of the language only 1 was able to reach the third semester of the language 3rd semester one made it to the second semester 6 failed 2nd semester none failed 7 failed 1st semester 8 Ss with syntactic or semantic deficits 13 Ss with phonological deficits course failure level

23. --> Specific linguistic coding problems in the students’ native language were especially apparent in the phonological domain. Results : Phonological problems of their native language had the most immediate and severe impact on foreign language learning.

42. Grammar & Syntax Significant differences between groups

48. The overall mean of the petition Ss was in the average range.

49. Successful foreign language learners scored in the superior level . The overall mean of the petition Ss was in the average range.

58. Thank You !