Foreign language learning and advanced age the 3-power-model: A new conceptual approach
Throughout the twentieth century theory formation on Foreign Language Acquisition has primarily focused on young language learners. However, current demographic tendencies along with the concept of lifelong learning strongly suggest an expansion of the age spectrum towards a more balanced theoretic...
Saved in:
| Main Author: | |
|---|---|
| Format: | Conference or Workshop Item |
| Language: | English |
| Published: |
2010
|
| Subjects: | |
| Online Access: | http://repo.uum.edu.my/2023/1/LLL_-_T3_-_08.pdf http://repo.uum.edu.my/2023/ http://3linc.uum.edu.my/ |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| Summary: | Throughout the twentieth century theory formation on Foreign Language Acquisition has primarily focused on young language learners. However, current demographic tendencies
along with the concept of lifelong learning strongly suggest an expansion of the age spectrum towards a more balanced theoretical approach and derived FLL-concepts. The present paper addresses this issue by focusing on the question whether and to what extent FLL aptitude is subject to age-related variance. Building on the results of an empirical study conducted with adults who learnt Chinese-Mandarin, a range of relevant parameters was investigated and evaluated. Data analysis focused on retentiveness and cross-linguistic components, with further learner-related factors including individual differences, as well as
psycholinguistic, and neurolinguistic aspects.As it was diagnosed that current theoretical concepts do not sufficiently incorporate the very specifics of the adult foreign language learner beyond his/her school and student years, new conceptual perspectives were developed. In search of a proper evaluation of this ‘overlooked
and understudied’ learner type the 3-Power-Model was conceptualized as a new and futureoriented theoretical framework and taxonomic model. The three-level construct is meant to provide a conceptual base for the investigation of the intricate and volatile cause-effect relationship between age and psychological, genetic, biological and cognitive learner dimensions. |
|---|