[E] 口頭英語

[E-08] Foreign Language Learning: Learners regarded as not at risk could have cognitive weaknesses

*Kushiyama Kirika¹ (1. Hyogo University of Teacher Education)

Keywords:PASS (Planning, Attention, Simultaneous and Successive) Theory of Intelligence, foreign language learning, cognitive variety

This qualitative study was designed to investigate whether learners identified as intellectually non-disabled could have cognitive weaknesses from the perspective of foreign language learning. Seven typically developing Japanese university students were carefully examined using several cognitive test batteries, one of which is the Planning, Attention-Arousal, Simultaneous, and Successive Theory based Das–Naglieri Cognitive Assessment System, along with some tests to measure their basic English reading skills such as phonological awareness and pseud-words reading. The study revealed that some students showcase a statistically significant discrepancy across cognitive processes, which could be a sign of specific learning disabilities. It was revealed that the students were actually aware of their weaknesses in academic settings, sometimes slightly and sometimes completely. This indicates that, even though students are not regarded as being at risk, it is necessary to consider their cognitive variations in the classroom at all educational stages.