Learning English in the elderly: an analysis of motivational factors and language learning strategies

Authors

  • Vítor Romário Monticelli Garcia Pontifícia Universidade Católica do Rio Grande do Sul

DOI:

https://doi.org/10.15448/2178-3640.2017.2.28264

Keywords:

elderly, EFL, language learning strategies, motivation.

Abstract

This study investigates motivational factors and language learning strategies involved in the process of learning English as a Foreign Language (EFL) in the elderly. The taxonomy of strategies developed by Oxford (1990) is adopted, as well as discussions on motivation in language learning. Twenty-five (25) elderly students participated in this research. Three instruments were administered for data collection, (i) a placement test; (ii) a background questionnaire; (iii) and a translated version of the Strategy Inventory for Language Learning (SILL), proposed by Oxford (1990). Results identified 11 strategies used more frequently, most of them metacognitive strategies. Results also show that learning English, travelling, and socializing are motivational factors in this group. This paper may contribute to researchers and to English teachers and elderly students by shedding some light on features of EFL learning in the elderly regarding language strategies and motivational aspects.

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Author Biography

Vítor Romário Monticelli Garcia, Pontifícia Universidade Católica do Rio Grande do Sul

Mestrando em linguística; bolsista CAPES.

References

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Published

2017-12-31

How to Cite

Garcia, V. R. M. (2017). Learning English in the elderly: an analysis of motivational factors and language learning strategies. BELT - Brazilian English Language Teaching Journal, 8(2), 234–256. https://doi.org/10.15448/2178-3640.2017.2.28264

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