Abstract

This review examined the researches considering the characteristics of Foreign Language Learning Disability (FLLD). Studies involving pathological conditions as well as individual differences both in children and in adults have been considered. On the basis of the available literature, we propose criteria for diagnosing FLLD, and we suggest procedures for clinical assessment and experimental investigations. Finally, we integrate experimental data in a more general theoretical framework in order to underlie the cognitive processes involved in the study of a second language, and to suggest teaching methods and rehabilitation techniques.