Abstract
The article is focusing on the issue of foreign language acquisition of pupils with special learning disabilities (LD). According to studies from abroad, specific learning disabilities do not manifest only in the reading problem but they affect also the phonological, syntactic and semantic component of the foreign language.
The aim of the research, introduced in this article, was to describe the process of the foreign language acquisition and to compare the main difficulties of the pupils with LD and their classmates by using the Prognostic-diagnostic test of foreign language abilities (M. Malíková, 1989).
We tested 26 pupils with LD and 26 classmates from six fourth grade classes from three elementary schools in Prague. Analysis of overall performance and performances in particular subtests revealed significant group differences, especially in tasks requiring processing of auditory stimulus.
According to obtained data intervention possibilities for pupils with LD are mentioned in the end of the article.