Short concentration spans and inattentiveness
Poor listening skills and poor auditory memory
Poor visual memory
Difficulties with reading, for example difficulties in finding words in a text
Difficulties in writing such as copywriting
Difficulties with numbers
Lack of awareness of time
Sequencing difficulties
Co-ordination problems and problems with body language
Poor rhythmic skills
Social immaturity
All of these are likely to affect progress in learning a foreign language in the
classroom. It was beyond the scope of this thesis, however, to identify potential
or likely combinations of these factors as well as their degree and the extent to
which weaknesses in one area could be compensated for by strengths in
another. These learning difficulties would suggest, however, that 'catching them
young' would have very different implications for those to be caught.
6.7.4 Natural Characteristics
Not all children appeared to be spontaneous and uninhibited in the primary
classroom and not all children said they liked speaking in French. Nor did they
all like singing songs. Not all were prepared to take risks and some quite clearly
353
More intriguing information
1. The name is absent2. The duration of fixed exchange rate regimes
3. Hemmnisse für die Vernetzungen von Wissenschaft und Wirtschaft abbauen
4. The name is absent
5. The name is absent
6. Economies of Size for Conventional Tillage and No-till Wheat Production
7. If our brains were simple, we would be too simple to understand them.
8. The name is absent
9. Campanile Orchestra
10. TWENTY-FIVE YEARS OF RESEARCH ON WOMEN FARMERS IN AFRICA: LESSONS AND IMPLICATIONS FOR AGRICULTURAL RESEARCH INSTITUTIONS; WITH AN ANNOTATED BIBLIOGRAPHY