Emotional factors in senior L2 acquisition: A case study of Japanese speakers learning Spanish

Authors

  • Emi Shibuya School of Foreign Language Studies Kobe City University of Foreign Studies, 9 Chome-1 Gakuen Higashimachi Nishi-ku, Kobe-shi Hyogo-ken 651-2187 Japan

DOI:

https://doi.org/10.15503/jecs2020.1.353.369

Keywords:

Emotional factors, Senior L2 learning, Japanese L2 learners, Introspective diaries on language learning, Qualitative research on L2 acquisition

Abstract

Aim. This research explores whether a training course on tour guiding in a foreign language designed for senior learners could make the most of their life experience, knowledge, and motivation (Shibuya, 2018, 2019). The article argues that language learning for older adults is to be considered not only from cognitive aspects, but also from emotional and social aspects, since these are malleable and susceptible of being changed by the teaching method and the teacher's skills.

Method. We discuss the case of senior Japanese learners of Spanish based on their answers to the questionnaires, class observations and introspective materials. Literature regarding emotional factors such as tolerance to ambiguity is reviewed. Also, we further focus on the social factors including gender divide, a major issue in Japanese society that affects the older generation in particular.

Results. We used the Multidimensional Mood State Questionnaire (MDMQ questionnaire, English version of Der Mehrdimensionale Befindlichkeitsfragebogen MDBF; Steyer, Schwenkmezger, Notz, and Eid, 1997) to determine their mood before and after the class 5 times in total. For the purpose of this paper, we introduce 4 learners’ cases (2 female and 2 male learners).

Conclusion. A content-based course linked to practical occasions to be a volunteer tour guide seems not simple for the learners and some of them felt ambiguous with regards to the contents; however, independently of their Spanish level, they tried to find simple and alternative ways to manage the conversations or explanations. Some typical cultural and social factors in Japan, learners’ language level, experience, knowledge, and emotional factors seem more important elements for the creation of class atmosphere in this content-based L2 learning.

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Author Biography

Emi Shibuya, School of Foreign Language Studies Kobe City University of Foreign Studies, 9 Chome-1 Gakuen Higashimachi Nishi-ku, Kobe-shi Hyogo-ken 651-2187 Japan

Doctoral student at Kobe City University of Foreign Studies. She also teaches English at several universities in Japan. Her doctoral research focuses on L2 learning by older adults in foreign languages other than English (such as Spanish and French). The goal of her project is implementing a method that leads older adults to foreign language learning through maximizing their life experience and knowledge in the classroom. In this way, her research contributes to the necessary lifelong learning in the Japanese aging society and empowers older adults to exercise active roles like those of volunteer tourist guides in foreign languages. 

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Published

2020-06-27

How to Cite

Shibuya, E. (2020). Emotional factors in senior L2 acquisition: A case study of Japanese speakers learning Spanish. Journal of Education Culture and Society, 11(1), 353–369. https://doi.org/10.15503/jecs2020.1.353.369

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Section

LOCAL CULTURES AND SOCIETIES