THE DISTINGUISHING CHARACTERISTICS OF THE OLDER ADULT SECOND LANGUAGE LEARNER

This study aims at delineating the factors which characterize the learning of a second language by adults over age 55. The study examines the answers to four groups of research questions: (1) Are older adults' perceptions of important language learning factors/abilities the same as those surmised by language and/or pedagogical experts? (2) Is there a difference between the language learning abilities of older adults and those of younger adults? Is there a difference between self-perceived language learning factors/abilities of older adults and those of younger adults? Is there a difference between measured success of older adult language learners and that of younger adult language learners? (3) Is there a match between self-perceived language learning factors/abilities of older language learners and measured success at language learning? Is any match between self-perceived language learning factors/abilities of language learners and measured success at language learning different for older adults and younger adults? (4) Is the perception of what constitutes older adults' language learning factors/abilities different in formal learning environments from in informal learning environments? The questions are answered through qualitative research methods including content analysis of journals kept by matched groups of older and younger adult learners of Spanish, participant observation of older and younger learners in an 8-week intensive Spanish program, participant observation of older learners using Spanish as a second language to complete assignments as missionaries in Texas and Northern Mexico, and interviews with older learners who have experienced both the intensive Spanish program and the service as missionaries in Spanish-speaking areas. The scores of learners on FSI oral proficiency tests are also used. The study shows that older adult second language learners differ from younger learners in several important qualitative factors as well as in success at language learning. The study is hypothesis-generating rather than hypothesis-testing.