Читать книгу New Perspectives on Older Language Learners - Miriam Neigert - Страница 5

Despite major demographic changes in recent years and in the future, a uniform view of adult language learners has prevailed in foreign language research for a long time. Young-old learners – the participants of my study – are an age group, which spans from approximately 60 to 80 years of age and is in a transitional phase from work-life to retirement (and beyond that time) and still shows a high interest in life-long learning. My thesis investigates how young-old learners perceive themselves as foreign language learners, by taking a closer look at their L2 self-concept and its temporal facets, i.e. their past, actual, future/ideal L2 selves. To do so, my research brings together concepts from gerontology, psychology, adult education, and foreign/second language research.

I have utilized a mixed method approach for my research to gain a better understanding of the complexities of language learner self. Thus, my study combines and analyses a quantitative data strand (a survey study with 195 respondents learning English at German adult education centres; German: Volkshochschule) and a qualitative data strand (21 in-depth interviews with young-old English learners at a local adult education centre). The findings of the study indicate that young-old language learners’ priorities with regard to foreign language learning undergo a shift with old age and retirement. It is a shift towards an increased value of the social sphere in a language class, as well as the intention of defying the effects of ageing by learning a foreign language (and with it practicing the long-advocated ‘lifelong learning’). Moreover, the study illustrates the importance of critical incidents abroad in the past as well as a connection to an L2-community when it comes to shaping young-old language learners’ degree of resilience and quality of an L2-vision (Dörnyei 2014). With this, my thesis offers a new, more differentiated perspective on older language learners. Its distinct contribution lies in uncovering the importance of researching the temporal facets of their language learner self.