8. Student Needs and Expectations Concerning Foreign Language Teachers in Universities of the Third Age

Grotek, Monika

doi:10.21832/9781783099412-010

Cited by 8 publications

(34 citation statements)

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“…The positive environment is an effective facilitator that encourages cooperative learning and willingness to share linguistic knowledge during task performance. Likewise, the teacher support is surmised to build or strengthen social bonds between classmates and improve group cohesiveness that, as already discussed, is of unquestionable relevance to seniors (Derenowski, 2018;Grotek, 2018). What should also be noted is that a friendly classroom climate may exert a great influence on seniors' communicative behaviors in English since "having experienced a constant pleasant classroom environment, students may be able to develop rewarding feelings about speaking English" (Peng & Woodrow, 2010, p. 857).…”

Section: The Teacher Role In Shaping Senior Learners'mentioning

confidence: 99%

“…Zhang & Oetzel, 2006). Also, the educator's personality features, and classroom management have a vast influence on older learners in a holistic manner (e.g., Derenowski, 2018;Grotek, 2018;Larrotta, 2019). Patience, empathy, and professionalism are considered to be of great value when it comes to a foreign language teacher.…”

Section: The Teacher Role In Shaping Senior Learners'mentioning

confidence: 99%

“…Gabryś-Barker, 2018;Oxford, 2018). It has been well-established that older adults place great weight to developing communicative skills in-class, which is of practical relevance in real-life situations (e.g., Grotek, 2018;Jaroszewska, 2013;Ramírez Gómez, 2016). My numerous observations of third agers as language students have indicated that they are eager to speak English, and share their opinions during classes.…”

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confidence: 99%

“…In order to become an effective English speaker, one needs to be willing to use the language verbally inside the classroom (e.g., MacIntyre et al, 1998). Students in the third age perceive learning as a social activity, and appear to attend a language course with a view of being a part of group (e.g., Grotek, 2018;Jaroszewska, 2013). My hands-on experience shows that older adults enjoy performing tasks in dyads, such as dialogues and role plays.…”

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confidence: 99%

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The The Relationship between Age-advanced Learners’ In-class Willingness to Communicate in English, Intrinsic Motivation, Classroom Environment and Teacher Immediacy—A Pilot Study

Borkowska

2022

TAPSLA

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The article aims to scrutinize third agers’ in-class willingness to communicate (WTC) in English as well as to determine the relationship among WTC, intrinsic motivation, classroom environment, and teacher immediacy. The instrument adapted to this study was a questionnaire comprising biodata items, the in-class WTC tool (Peng & Woodrow, 2010), intrinsic motivation (Noels, Clément, & Pelletier, 2001), classroom environment (Fraser, Fisher, & McRobbie, 1996), and the teacher immediacy scale (Zhang & Oetzel, 2006). The data revealed that senior learners’ WTC was higher in meaning-focused than in form-focused activities. This finding indicates that the participants paid due attention to communicative interactions in English. Also, they were more eager to be actively involved in dyadic exercises as it might have given them a sense of security and confidence. It is noteworthy that intrinsic motivation turned out to be the strongest predictor of in-class WTC. The analysis showed that communication in English abroad and in-class was of paramount relevance for the informants. The older adults also underscored the fundamental role of the language instructor. In this respect, the students attached great importance to a non-threatening atmosphere, and the teacher’s personality traits, namely patience, professionalism, and empathy.

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Section: The Teacher Role In Shaping Senior Learners'mentioning

confidence: 99%

Section: The Teacher Role In Shaping Senior Learners'mentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

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The The Relationship between Age-advanced Learners’ In-class Willingness to Communicate in English, Intrinsic Motivation, Classroom Environment and Teacher Immediacy—A Pilot Study

Borkowska

2022

TAPSLA

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“…According to certain scholars (e.g. Grotek, 2018) benefits may be observed only if participants feel 'safe' and at ease in the learning environment. This is claimed to be achievable via small (homogeneous) groups, a positive stance towards participants' L1, and the use of non-threatening material in the form of relatable, restricted content, visual cues and an absence of digital materials (despite the learning benefits claimed for these) (Schleppegrell, 1987)see also the main principles of 'critical foreign language geragogy' outlined in Ramírez Gómez (2016, p. 108).…”

Section: Teaching Additional Languages To Third Age Learnersmentioning

confidence: 99%

A critical review of research relating to the learning, use and effects of additional and multiple languages in later life

Pfenninger

Singleton

2019

Lang. Teach.

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While there is a growing body of research on second language acquisition (SLA) in children, adolescents, young and more mature adults, much remains to be explored about how adults in later life learn a new language and how good additional language learning is for THEM. Our goal in this article is to survey and evaluate what is known about the linguistic, socio-affective, neurobiological and cognitive underpinnings of the second language (L2) learning process in older individuals, the extent to which L2 acquisition may be seen as contributing to healthy and active ageing, and how these phenomena are to be approached scientifically, methodologically and pedagogically. Our view is that a developmental enterprise as complex as L2 learning in senior adulthood and its effects in later life cannot be explained by a single theory or set of principles. Furthermore, we take it that L2 acquisition in the third age needs to be regarded not just as a goal in itself but as a means of promoting social interaction and integration, and that it is partly through the stimulation of social well-being that its cognitive effects may potentially be observed.

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In-Class Willingness to Communicate in English Among Third Agers: Results of a Questionnaire Study

Borkowska

2021

Second Language Learning and Teaching

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8. Student Needs and Expectations Concerning Foreign Language Teachers in Universities of the Third Age

Cited by 8 publications

References 0 publications

The The Relationship between Age-advanced Learners’ In-class Willingness to Communicate in English, Intrinsic Motivation, Classroom Environment and Teacher Immediacy—A Pilot Study

The The Relationship between Age-advanced Learners’ In-class Willingness to Communicate in English, Intrinsic Motivation, Classroom Environment and Teacher Immediacy—A Pilot Study

A critical review of research relating to the learning, use and effects of additional and multiple languages in later life

In-Class Willingness to Communicate in English Among Third Agers: Results of a Questionnaire Study

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