LEADER 03678nam 2200601Ia 450 001 9910454164403321 005 20210525004957.0 010 $a1-281-99488-X 010 $a9786611994884 010 $a1-84769-091-2 024 7 $a10.21832/9781847690913 035 $a(CKB)1000000000556687 035 $a(EBL)370277 035 $a(OCoLC)476205504 035 $a(MiAaPQ)EBC370277 035 $a(DE-B1597)506400 035 $a(DE-B1597)9781847690913 035 $a(Au-PeEL)EBL370277 035 $a(CaPaEBR)ebr10257273 035 $a(CaONFJC)MIL199488 035 $a(EXLCZ)991000000000556687 100 $a20080422d2008 uy 0 101 0 $aeng 135 $aurun#---|u||u 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 00$aLanguage learners with special needs$b[electronic resource] $ean international perspective /$fedited by Judit Kormos and Edit H. Kontra 205 $a1st ed. 210 $aBristol, UK ;$aBuffalo, NY $cMultilingual Matters$dc2008 215 $a1 online resource (243 p.) 225 1 $aSecond language acquisition ;$v31 300 $aDescription based upon print version of record. 311 0 $a1-84769-090-4 320 $aIncludes bibliographical references and index. 327 $tFront matter --$tContents --$tThe Contributors --$tIntroduction --$tChapter 1. L1 and L2 Literacy, Aptitude and Affective Variables as Discriminators Among High- and Low-achieving L2 Learners with Special Needs --$tChapter 2. Writing Abilities in First and Second Language Learners With and Without Reading Disabilities --$tChapter 3. Second Language Assessment in Dyslexia: Principles and Practice --$tChapter 4. Input, Processing and Output Anxiety in Students with Symptoms of Developmental Dyslexia --$tChapter 5. Vocabulary Learning in Dyslexia: The Case of a Hungarian Learner --$tChapter 6. An Experiment with Direct Multisensory Instruction in Teaching Word Reading and Spelling to Polish Dyslexic Learners of English --$tChapter 7. Deaf EFL Learners Outside the School System --$tChapter 8. Hungarian Teachers? Perceptions of Dyslexic Language Learners --$tChapter 9. Teachers? and Trainers? Perceptions of Inclusive Education Within TEFL Certificate Courses in Britain 330 $aIn this age of globalisation, people who do not speak a foreign language are at a serious disadvantage in the job market. It is therefore of great relevance that learners with learning disabilities are also provided with equal and appropriate opportunities to acquire a second or foreign language. The aim of the book is to give readers an insight into the language learning process of learners with disabilities. The articles discuss the learning process and the teaching of dyslexic as well as hearing impaired learners in various parts of the world, from the USA and Canada to England, Norway, Poland and Hungary. The intended audience of the book is language teachers, MA and MEd students, and researchers in the field of SLA, applied linguistics, or special education. 410 0$aSecond language acquisition (Clevedon, England) 606 $aLanguage and languages$xStudy and teaching 606 $aStudents with disabilities 608 $aElectronic books. 615 0$aLanguage and languages$xStudy and teaching. 615 0$aStudents with disabilities. 676 $a371.904465 701 $aKontra$b Edit H.$f1952-$01044318 701 $aKormos$b Judit$0481334 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910454164403321 996 $aLanguage learners with special needs$92469897 997 $aUNINA