Listening in Older Second Language Learners: The Teachers’ Perspective

Authors

  • Agata Słowik Institute of English Studies, University of Wrocław

DOI:

https://doi.org/10.15503/jecs20171.148.163

Keywords:

SLA, top-down and bottom-up listening, geragogy, older adults, teachers’ perspective

Abstract

There are various theories, strategies and techniques regarding teaching different language skills. At the same time, as practice shows listening remains the most challenging skill for the educators to teach effectively and for the learners to master. Moreover, both the learners and their teachers have their own, not infrequently rather disparate, subjective theories, as well as learning and teaching preferences. Older adult learners are a peculiar case as they are a very diverse group, aware of their needs and cognitive abilities. At the same time, their teachers are unfortunately often unaware of these needs and do not adapt the materials to suit their students. The aim of this paper is, thus, to present the opinions of the teachers of older adult students and to provide basis for future research. 

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Author Biography

Agata Słowik, Institute of English Studies, University of Wrocław

Agata Słowik is a doctoral student in the Institute of English Studies at the University of Wrocław, Poland. She specializes in teaching and assessment techniques in teaching English to older adult learners. Her academic interests include L2 teaching and learning, SLA studies, the differences in teaching younger and older adult students, the use of students’ L1 in the language classroom, intercultural competence and foreign language teacher training.

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Published

2017-07-10

How to Cite

Słowik, A. (2017). Listening in Older Second Language Learners: The Teachers’ Perspective. Journal of Education Culture and Society, 8(1), 148–163. https://doi.org/10.15503/jecs20171.148.163

Issue

Vol. 8 No. 1 (2017): Journal of Education Culture and Society

Section

TRANSGRESSION

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