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
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