6. Balance and Coordination vs Reading Comprehension in L2 in Late Adulthood

Grotek, Monika; Ślęzak-Świat, Agnieszka

doi:10.21832/9781783099412-008

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Practical Recommendations For the Late-life Language Classroom1

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2018

2023

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“…With regards to teaching techniques more specifically, research suggests that feedback should be mainly implicit, allowing seniors to benefit from naturalistic, targeted input ( Lenet et al, 2011). Additionally, the use of formal assessment (e.g., graded assignments and tests) is discouraged in the late-life language classroom (Grotek & Ślęzak-Świat, 2017;Klimczak-Pawlak & Kossakowska-Pisarek, 2018).…”

Section: Practical Recommendations For the Late-life Language Classroommentioning

confidence: 99%

Experimental methods to study late-life language learning

Keijzer¹,

Brouwer²,

Berg³

et al. 2023

The Routledge Handbook of Experimental Linguistics

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Section: Practical Recommendations For the Late-life Language Classroommentioning

confidence: 99%

Experimental methods to study late-life language learning

Keijzer¹,

Brouwer²,

Berg³

et al. 2023

The Routledge Handbook of Experimental Linguistics

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Teaching Foreign Languages at Third-Year Students in Poland

Ivashko

2018

The Modern Higher Education Review

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The article tackles the problem of teaching foreign languages to seniors. The general trends in FL education for the third-age learners are outlined. The institutions in which seniors can study foreign languages in Poland are enumerated. The psychological, physiological, methodological and social peculiarities of teaching a foreign language to the third agers are analyzed. Special emphasis is laid upon educational needs of the Third Age learners. Some language learning strategies which help seniors’ foreign language learning are suggested.

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6. Balance and Coordination vs Reading Comprehension in L2 in Late Adulthood

Cited by 2 publications

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Experimental methods to study late-life language learning

Experimental methods to study late-life language learning

Teaching Foreign Languages at Third-Year Students in Poland

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