Study examined the perceptions of students with and without SLD who had taken foreign language courses in high school or college about their own foreign language skills, needs, and attitudes. Results showed that college students with SLD perceived themselves as less capable and possessing fewer skills to master the oral and written language requirements and content of foreign language courses. Both groups perceived that specific nontraditional instructional modifications would be beneficial in learning a foreign language. No differences in motivation to learn a foreign language were found between the two groups, but students with SLD felt more anxious when asked to study or perform the foreign language. Findings support speculations that the foreign language learning difficulties experienced by students with SLD are not related to lack of motiviation or anxiety but are related to the oral and written language problems of students with SLD. The nature of these specific language-related variables is explored.
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