This article analyzes the cognitive and linguistic challenges faced by students with speech disorders in the process of foreign language learning. The study examined the impact of speech disorders on children’s phonological memory, attention, thinking, and vocabulary acquisition abilities. Additionally, difficulties in grammar, syntax, and pronunciation, as well as the influence of students’ motivation and social support on language learning, were analyzed. The results indicate that individualized pedagogical approaches, the use of visual and audiovisual materials, interactive exercises, and pronunciation drills significantly enhance the effectiveness of foreign language learning for students with speech disorders. This study serves both theoretical and practical purposes, contributing to the optimization of foreign language learning processes and the improvement of pedagogical methods.
Xasanova et al. (Tue,) studied this question.