Abstract
Knowing that a student has attention deficits rather than weak language, for example, helps the teacher make decisions to better support the student. Without a handle on the root cause, choosing from among the numerous possible solutions is like flying blindfolded. So, it is first necessary to pinpoint the real culprits. To do so, 52 students all learning English at Kermanshah Azad University were randomly selected. A questionnaire (see Appendix A) was designed for the subjects to elicit their opinions as to the relationship between attention problems and language learning difficulty. Having finished with the questionnaire, to ensure the results, the subjects were asked some interview questions. The results showed that although it is taken for granted that language learning difficulty is to some extent due to the complexity of a given language system, with regard to responses to the questioner and subjects’ opinions from the interview questions it can be claimed that attention problems can make learning a language or new materials difficult.