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In:Multilingual Acquisition and Learning: An ecosystemic view to diversity
Edited by Elena Babatsouli
[Studies in Bilingualism 67] 2024
► pp. 90–115

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Chapter 3
How does dyslexia impact second language acquisition?

Insights from a questionnaire study with Italian and German learners of L2 English

 | University of Konstanz, Germany
 | University of Konstanz, Germany | UiT, The Arctic University of Norway
Published online: 30 May 2024
DOI logo with link
https://doi.org/10.1075/sibil.67.03ven
Abstract
This study compares the self-perception of first (L1) and second (L2) language competence and dyslexia awareness in two groups of dyslexic students, one German and one Italian, learning English as a second language. Based on a survey, we investigate the relationship between students’ self-perception of their L1 and L2 competence, and how perceived L1 competence, L2 learning motivation, time of dyslexia diagnosis, and typological similarity between L1 and L2 modulate their perceived L2 competence. The findings indicate that L1 and L2 self-perception are interdependent, and that high motivation for language learning predicts better self-perception of L2 competence. Differences emerged between the two groups’ perceived L2 competence and motivation for language learning. Moreover, while students themselves are aware of the implications associated with dyslexia, they perceive a lack thereof amongst their teachers and peers, leading to negative emotions, such as shame, lack of self-esteem, and motivation to engage in foreign language learning.
Article outline
  • 1.Introduction
  • 2.Background
    • 2.1Dyslexia in Germany and Italy
    • 2.2The impact of dyslexia on L2 development
    • 2.3Linguistic and affective factors
  • 3.Goals and research questions
  • 4.Method
    • 4.1Participants
    • 4.2Structure of the questionnaire
  • 5.Results
    • 5.1L2 perceived competence
    • 5.2Perception of dyslexia and dyslexia awareness among students and teachers
  • 6.Discussion
    • 6.1Factors determining perceived L2 competence
    • 6.2Dyslexia awareness and emotional implications
  • 7.Conclusion
  • Acknowledgements
  • Notes
  • References
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