Finnish University Students’ Views of the Strengths of Foreign Language Courses
Datos Bibliográficos
| ID | 21805722 |
|---|---|
| Autores | Minna Maijala (0000-0002-3532-9813, University of Turku, autor de correspondencia) |
| Año | 2022 |
| Volumen | 13 |
| Número | 3 |
| Páginas | 453-461 |
| Fecha de publicación | 2022-05-02 |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Journal of Language Teaching and Research (JOURNAL) |
| Identificadores de la revista | ISSN: 1798-4769 • E-ISSN: 2053-0684 |
| Editorial | Academy Publication (PUBLISHER • GB) |
| DOI | 10.17507/jltr.1303.01 |
| OpenAlex | W4225268842 |
| Idioma | EN |
| Referencias citadas | 15 |
Compared with younger language learners, adult learners are assumed to have greater difficulty with language learning, for instance, in reaching native-like proficiency. Most studies in the area of second language acquisition and foreign language education have focused on younger learners, with the research on adult language learning being very limited. Through an analysis of previous studies on adult language learning and small-scale empirical research, this article examines students’ views of the strengths and good practices of foreign language courses in university language courses other than English. The questionnaire data collected from university students (N = 53) learning French, German and Italian as L3/L4 at the language centre of a Finnish university were analysed in a qualitative and quantitative way. The strongest evidence from our study was the indispensable role of teachers in university language courses. The analysis results indicate a mismatch between teacher-led and student-centred pedagogy. On the one hand, adult learners seemed to need strong guidance from the teacher, yet on the other hand, the best practices in the courses were those activities in which the adult learners could produce the target language in interactions with their peers. Finally, the factors that enhance adult language learning in higher education are reflected upon
Comprehension approach · First language · Foreign language · German · Language acquisition · Language assessment · Language education · Language proficiency · Learner autonomy · Linguistics · Mathematics education · Pedagogy · Second-language acquisition · EFL/ESL Teaching and Learning · Linguistic Education and Pedagogy · Psychology · Second Language Learning and Teaching
Basics of qualitative research
Motivational Strategies in the Language Classroom
Identity and Language Learning
Declarative and Procedural Determinants of Second Languages
Beyond the critical period
Motivation and Motivating in the Foreign Language Classroom
Cross-linguistic evidence for the nature of age effects in second language acquisition
Integrating Grammar in Adult Tesol Classrooms
Dominance and Age in Bilingualism
Adults' language learning strategies in an intensive foreign language program in the United States
Age of onset, length of residence, language aptitude, and ultimate L2 attainment in three linguistic domains
Teaching Adult Second Language Learners
Age, Rate and Eventual Attainment in Second Language Acquisition
Maturational Constraints on Language Development
Age Effects in Second Language Learning
| Altamente citado | No |
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