Zur speziellen Motivation von Fremdsprachenlernenden nach der Berufsphase

The general claim for "life-long learning" established in the 1960s (UNESCO conference, Hamburg, 1962) and the growing age expectancy after work life have resulted in a considerable number of older learners of foreign languages. Nevertheless, research has concentrated more on younger learners. Linguistic studies involving elderly people focused on deficits in language learning and there remains the need to investigate language learning in healthy seniors. As one important factor for successful learning is motivation, this study wants to contribute to the knowledge about the motivation for and benefits of learning a foreign language for people aged above 65. Based on results of gerontological and geragogical research the hypotheses are that: a) there is much variation in the motives for learning a foreign language in this age group. b) their motives differ from the motives of younger learners. These differences concern social motives (more with the older learners), health issues like keeping mentally fit (more with the older learners), career planning (more with the younger learners). c) older learners see their language learning success more in the ability to communicate in the foreign language than in high test scores. To investigate these assumptions data was collected from participants at German Adult Education Centers (Volkshochschule, VHS) learning English as a foreign language. A questionnaire with biographic data and 40 items on motivation, attitudes and beliefs was filled in by 76 older (65+) and 70 younger (<65) learners in English VHS courses at different levels. The results of the questionnaire were compared statistically. Six older participants were then interviewed concerning the results of this study to gain a deeper understanding of their motives and clarify details. These qualitative interviews were analyzed and compared to the results of the questionnaire. Typical explanations were matched to or contrasted with the statistically computed results of the questionnaire study to illustrate the quantitative results and provide a deeper understanding of the older people’s attitudes and experiences. This study has shown that language learning motivation differs in several respects depending on age, personal situation and personality of the learners. The elderly profit to a particular extent and in a special way from learning a foreign language. With them it can lead to higher satisfaction, social contacts, and better self-perceived health. Thus, foreign language courses should be accessible for older people and should be supported financially.